staffnew.uny.ac.idstaffnew.uny.ac.id/upload/130530823/penelitian/13 Proceedings 4th ICVET... · iv...

4th International Conference on Vocational Education and Training 2016

“Strengthening TVET in ASEAN Economic Community”

Yogyakarta State University, IndonesiaSeptember 15, 2016

ICVETon Vocational Education and Training4 International Conference

th ICVETon Vocational Education and Training4 International Conference

th ICVETon Vocational Education and Training4 International Conference

th ISSN: 2301-7147

PR CEEDINGS

4th International Conference on Vocational Education and Training 2016

Yogyakarta State University, Indonesiawww.icvet.uny.ac.id

iii

PROCEEDINGS

4thINTERNATIONALCONFERENCEONVOCATIONALEDUCATIONANDTRAINING(ICVET)GRADUATEPROGRAMCOLABORATIONWITHENGINEERINGFACULTY,YOGYAKARTASTATEUNIVERSITYSeptember15,2016STRENGTHENINGTVETINASEANECONOMICCOMUNITYISSN:2301‐7147I.Article II.Title III.AchmadArifin,et.al.CopyrightActprotectedphotocopiedorreproducedbyanymeans,wholeorinpartwithoutpermissionofthepublisherofthisbookisimmoralandagainstthelawTitle:STRENGTHENINGTVETINASEANECONOMICCOMUNITYEditors:AchmadArifinSuronoLayout:AchmadArifinCoverDesigner:Muslikhin

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PREFACE

StrengtheningTechnicalVocationalEducationandTraining(TVET)inASEANEconomicCommunity(AEC)

Welcome to the4th annual INTERNATIONALCONFERENCEONVOCATIONALEDUCATION

ANDTRAINING(ICVET2016)

This proceeding compiles all abstracts and fullpapers from the invited speakers and

partcipantspresenterinthe4thInternationalConferenceonVocationalEducationandTraining

(ICVET)heldbytheGraduateSchoolandFacultyofEngineeringYogyakartaStateUniversityon

15September2016atSheratonMustikaHotelYogyakarta.

ASEANEconomicCommunity(AEC)hasprevailedattheendof2015.Regardingthisissue,

ithassomeconsequences.Oneofthemistheopenflowofproducts,services,andhuman

resourcesacrossASEANcountries.Inaddition,ASEANmemberscanfreelyselltheirindustrial

products. In other words, this policy can increase the degree of products competition

among those countries. The main theme of this conference is “Strengthening Technical

Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)“. Four sub

themesarecoveredinthisconference:1)EstablishingthepolicyofQualityAssuranceinTVETto

prepare Regional Qualification Framework, 2) The Role of TVET to Fulfill National Economic

GrowthandWorkforceinAECEra3)ContributionofInformalSectorsandSkillsVillageinAEC,

4)EmpoweringVocationalTeacherEducationInstitutioninAEC.

Thisconferenceprovidestheopportunityforteachers/lecturers,educationalpractitioners,

industrial practitioners, and the others stakeholders as well to share knowledge,

experiences,andresearchfindingsrelevantincontributingideasandconsiderationsforthe

implementation of VET policy‐making in order to strengthen Technical Vocational

EducationandTraining(TVET)inASEANEconomicCommunity.

Thecommitteewould liketothanktothosewhohaveprovidedassistancewithoutwhich it is

impossibletofinishthisproceeding.Furthercommentsandsuggestionsontheimprovementof

thisproceedingwouldbehighlyappreciated.

v

CHAIRPERSONSPEECH

RectorofYogyakartaStateUniversity,

Prof.Dr.PascalMarquet,UniversityofStrasbourg,France

TonyBorkett,Theiss,Australia

Dr.MichaelGrosch,KarlsruheInstituteofTechnology,Germany

Prof.Soenarto,Ph.D.,YogyakartaStateUniversity,Indonesia

Distinguishedguests,Participants,LadiesandGentlements,

It givesme great pleasure to extend to you all a verywarmwelcome to the 4th International

Conference on Vocational Education and Training (ICVET) with the theme “Strengthening

Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)”

heldinSheratonMustikaHoteltoday.

ConsequencesoftheimplementationofASEANEconomicCommunitywhichcameintoforcein

late 2015 are the open flow of products, services, and human resources across the ASEAN

countries. Another consequence is there are many employment opportunities among ASEAN

countries,however,whenonesidecanenlargeemploymentopportunities, itcanthreaten less

skilledhumanresources’positioninaparticularcountry.

The successful fulfillment of skilled human resources is highly dependent on vocational

education. Reputable vocational education certainly is supported by professional teachers.

Basedonthisfact, thestrengtheningofvocationalteachereducationinstitutionsisconsidered

urgent since at this time vocational teacher education institutions have not set up teachers

accordingtoexpertiseprograminvocationaleducation.Thisconferenceoffersanopportunity

forparticipantstosharebestpractices,concepts,andexperiencesinStrengtheningTVETinAEC.

Our technicalprogram is richandvariedwith1keynote speakerand4 invited speakers.170

participants in this conference that involving 4 groups: Graduate School Students,

College/University Teachers, Secondary School Teachers, Vocational High School Teachers. A

totalofthirtypaperswillbepresentedduringtheparallelsession.

Asaconferencechairofthe4thICVET2016,Iknowthatthesuccessoftheconferenceultimately

depends on themany peoplewho haveworkedwith us in planning and organizing both the

technicalprogramandsupportingsocialarrangements.Recognitionshouldgototheorganizing

committeememberswhohaveallworkedextremelyhardfortheconferenceprograms.

I hope that this conference will give benefit to the students, academic staffs and vocational

teachers.

Thankyouforyourattention.Iwishyouaveryfruitfulconference.

Dr.Widarto

Chairpersonof4thICVET2016

DeanofEngineeringFaculty

YogyakartaStateUniversity

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RECTORYOGYAKARTASTATEUNIVERSITYWELCOMESPEECH

Prof. Dr. Intan Achmad, Directorate General of Learning and Student Affairs, Minister of

Research.TechnologyandHigherEducation,Indonesia

Prof.Dr.PascalMarquet,UniversityofStrasbourg,France

TonyBorkett,Theiss,Australia

Dr.MichaelGrosch,KarlsruheInstituteofTechnology,Germany

Prof.Soenarto,Ph.D.,YogyakartaStateUniversity,Indonesia

Distinguishedguests,Participants,LadiesandGentlemen’s,

Iwouldliketosaywelcomeyouwarmlytothe4thInternationalConferenceonVocational

Education and Training (ICVET) with the theme of “Strengthening Technical Vocational

Education and Training (TVET) in ASEAN Economic Community (AEC)” held in Sheraton

MustikaHoteltoday.

ASEANEconomicCommunity(AEC)hasprevailedattheendof2015.Regardingthisissue,

it has some consequences. One of them is the open flow of products, services, and human

resourcesacrossASEANcountries.Inaddition,ASEANmemberscanfreelyselltheirindustrial

products. In other words, this policy can increase the degree of products competition

among those countries. Service industry will take part in all ASEAN countries without

boundaries. Others consequences are several employment opportunities among ASEAN

countries.However,whenonesidecanenlargeemployment,opportunities,itcanthreaten

lessskilledhumanresourcespositioninaparticularcountry.

Toconfronttheinvasionofforeignlaborfromseveralcountries,itisnecessarytoput

upcandidateswhohavequalifiedmanpowerthatcanbeacceptedinothercountries.Inthat

case,itisnecessaryforeducationalinstitutionsatnational,regional,andinternationallevel

tohaveassuredquality.Also,basedonthedemandsoftheregionallaborqualification,itis

expectedthatvocationaleducationgraduatescanimplementqualityassuranceinaccordance

withtheframeworkofregionallaborqualification.

Vocationaleducationaimstoproduceskilledhumanresourcestomeetthedemands.One

of the criteria of successful fulfillment of skilled human resources is depended on vocational

education.Vocationaleducationcertainly is supportedbyprofessional teachers.Basedon this

fact,thestrengtheningofvocationalteachereducationinstitutionsisconsideredurgentsinceat

this time vocational teacher education institutions have not set up teachers according to

expertiseprograminvocationaleducation.

Weknowthatthesuccessoftheconferenceultimatelydependsonthepeoplewhohave

workedwithus inplanning andorganizingboth the technical programand supporting social

arrangements. Recognition should go to the organizing committee members who have all

worked extremely hard for the conference programs. I hope that this conference will give

benefitstothestudents,academicstaffs,industrialpracticesandvocationalteachers.

Thankyouforyourattention.Iwishyouaveryfruitfulconference.

Prof.Dr.RochmatWahab,M.A

RectorofYogyakartaStateUniversity

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CONTENTSTitle.............................................................................................................................................................................. iPreface........................................................................................................................................................................ ivChairpersonSpeech............................................................................................................................................. vRectorWelcomeSpeech.................................................................................................................................... viContent........................................................................................................................................................................ vii

InvitedSpeakersDEVELOPINGACOMPETENCYSTANDARDFORTVETTEACHEREDUCATIONINASEANCOUNTRIESMichaelGrosch.......................................................................................................................................................... 1‐1THEROLEOFTHEPRIVATESECTORINVOCATIONALEDUCATIONAnthonyBorkett....................................................................................................................................................... 1‐9THEROLEOFTVETFORIMPROVINGECONOMICGROWTHANDLABORINASEANECONOMICCOMMUNITYERASoenarto.......................................................................................................................................................................1‐14DIGITALMEDIARESEARCHINEDUCATION:THEUSEFULNESSOFTHEINSTRUMENTALCONFLICTSTHEORYP.Marquet...................................................................................................................................................................1‐28

PaperPresentersTheme1:EstablishingthepolicyofQualityAssuranceinTVETtoprepareRegionalQualificationFrameworkTHEQUALITYOFSTUDENTS’SOCIALCOMPETENCYOFEDUCATIONALEXPERIENCEPROGRAMINVOCATIONALSECONDARYSCHOOLSSuparman,GalehNIPP,DwiW........................................................................................................................... 2‐1CURRICULUMDEVELOPMENTOFVOCATIONALEDUCATIONFORELECTRICALENGINEERINGREFERSTOTHENATIONALQUALIFICATIONFRAMEWORKFORSTANDARIZINGSTUDENTCOMPETENCE'SM.Khairudin,R.Asnawi,HerlambangS.P,TotokHeruTM,A.Candra,T.Sukisno....................... 2‐7EXPLORINGTHEMALAYSIANQLASSICPRACTICALITYSohimi,N.E,Affandi,H.M,Fadzil,H.,MohdSattar,R................................................................................2‐16VOCATIONALSCHOOLQUALITYIMPROVEMENTBYSTRATEGICPARTNERSHIPWITHINDUSTRIALSIDEZainalArifin................................................................................................................................................................2‐24THEQUALITYOFELECTRONICAPPLICATIONCOMPETITIONINVOCATIONALHIGHSCHOOLBASEDONHIGHERORDERTHINKINGSKILLSMuslikhin,Muh.Munir,PoncowaliPranoto..................................................................................................2‐30

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Theme2:TheRoleTVETtofulfillNationalEconomicGrowthandWorkforceinAECEraLABORPRODUCTIVITYUPWITHDEBURRINGTOOLINGEARPROCESSING,ACASEOFSTUDENTINDUSTRIALINTERNSHIPPROGRAMGamawanAnanto,AjiYudistira......................................................................................................................... 3‐1DEVELOPMENTOFCONTEXTUALLEARNINGTOINCREASETHESTUDENTKNOWLEDGEOFPILESINFOUNDATIONENGINEERINGNurlitaPertiwi.......................................................................................................................................................... 3‐6MOBILELEARNINGTRENDSANDCHALLENGESFORVOCATIONALEDUCATIONININDONESIARidwanDaudMahande,HermanDwiSurjono............................................................................................3‐12THEEMPOWERMENTOFVOCATIONALEDUCATIONANDIT’SCONTRIBUTIONTONATIONALECONOMICGROWTHSutartoHp...................................................................................................................................................................3‐20STRENGTHENINGCOMMUNITYCOLLEGETOIMPROVEGROSSENROLMENTRATIO(GER)OFHIGHEREDUCATIONSunaryoSoenarto....................................................................................................................................................3‐28DESIGNEXPERIENTIALLEARNINGONCOMPETENCEBASEDTRAININGCOMPUTERENGINEERINGANDNETWORKSINVOCATIONALHIGHSCHOOLRianaT.Mangesa,DyahD.Andayani...............................................................................................................3‐34MADRASAHALIYAHANALYSISFORTHEIMPROVEMENTOFVOCATIONALGRADUATES’COMPETITIVENESSTOFACEGLOBALWORKFORCEAdhanEfendi,JengIswari....................................................................................................................................3‐40VOCATIONALSTUDENTS’SELF‐AWARENESSANDLEARNINGNEEDSTOSURVIVEANDTHRIVEINTHEIRJOB‐LIFEAdiSuryani,UsmanArief,TriWidyastuti......................................................................................................3‐47THEFACTORSTHATAFFECTSTHESUCCESSOFENTREPRENEURSHIPOFFASHIONPROGRAMATYOGYAKARTAMa’rifatunNashikhah,Moch.BruriTriyono.................................................................................................3‐57IMPROVINGTHECOMPETENCEOFVOCATIONALHIGHSCHOOLGRADUATESBYTEACHINGFACTORYANDTECHNOPARKSanatang......................................................................................................................................................................3‐64Theme3:InformalSectorsandSkillsVillageasDrivesinAECVOCATIONALSTUDENT’sSKILLSENHANCEMENTTHROUGHEMPOWERINGLOCALEXCELLENCEINDEALINGASEANECONOMICCOMMUNITY(AEC)HendraJaya,YasserA.Djawad,IlhamThaief............................................................................................... 4‐1BIGBANGMODELSTRATEGYFORACCELERATIONOFLOCALGOVERNMENTREADINESSFINANCIALACCOUNTINGSYSTEMBASEDACCRUALINTHEDISTRICTKARANGANYARSitiNurlaela,SriHartono,Istiqomah.............................................................................................................. 4‐9

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VOCATIONALVILLAGEINITIATIVESFORCOMMUNITYSKILLDEVELOPMENTBASEDONLOCALRESOURCESINAECSuhendar,SiswoWardoyo,SyadeliHanafi....................................................................................................4‐21STRUGGLINGCREATIVEHOMEINDUSTRYONIMPLEMENTATIONOFMODIFIEDBEANBREAKERTOOLS‐MULTICULTURALCHARACTERBUILDINGBASESOFMERAPIVOLCANICDISASTERZainurRofiq,RA.RahmiDipayantiAndayani,DasSalirawati...............................................................4‐28THEWORKERSCOMPETITIVENESOFSMALLBUSINESSENTERPRISETOFACEASEANECONOMICCOMUNITYAGREEMENTYasrizal.........................................................................................................................................................................4‐33Theme4:EmpoweringVocationalTeacherEducationInstitutioninAECVOCATIONALTEACHERROLEINPREPARINGSTUDENTSINTHEASEANECONOMICCOMMUNITYERAHasanah,MuhammadYahya,MuhammadNasirMalik............................................................................ 5‐1TEACHERSQUALIFICATIONFORVOCATIONALEDUCATIONANDTRAININGPROGRAMINHEAVYEQUIPMENTSECTORSMoch.BruriTriyono,AchmadArifin,NurHasanah................................................................................... 5‐8INFORMATIONSYSTEMMODELOFSELF‐EVALUATIONEFFORTSTOWARDSWORLDCLASSTEACHERS'INSTITUTIONOFVOCATIONALEDUCATIONANDTRAININGEdySupriyadi............................................................................................................................................................5‐15EMPOWERINGINDONESIA’sTVETTEACHEREDUCATIONINASEANECONOMICCOMMUNITYERALutfiyahHidayati......................................................................................................................................................5‐22THECHALLENGESOFMUSICTEACHERCOMPETENCIESFORVOCATIONALSCHOOLSTOFULFILLCREATIVEECONOMYINDUSTRYDEMANDSAyuNizaMachfauzia..............................................................................................................................................5‐27INDONESIANVOCATIONALTEACHERSEDUCATIONDEVELOPMENTPutuSudira.................................................................................................................................................................5‐36

Proceedings4thInternationalConferenceonVocationalEducationandTraining(ICVET)September15,2016

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DEVELOPINGACOMPETENCYSTANDARDFORTVETTEACHEREDUCATIONINASEANCOUNTRIES

MichaelGrosch

KarlsruheInstituteofTechnology,InstituteofGeneralandVocationalEducatione‐mail:[email protected]

ABSTRACT

Most ASEANmember countries are currently facing a lack of skilled laborwhich is jeopardizing

their further economic development. To tackle this issue, it is crucial to improve the Technical andVocational Education and Training (TVET) system, inwhich the quality of TVET teachers constitutes amainkey factor. Establishing an International.AmutualTVETTeacherMasterprogramanddegree forASEANcountriescanenhanceTVETteachers’competenceintheASEANcommunity.ThepaperpresentsacompetencyframeworkforTVETteachersinASEANcountriesthatwasdevelopedbyafocusgroupfromfiveASEAN countries during twoworkshops from2015 to 2016,which can be used as a blueprint forsetting up such an international TVET Master program for the ASEAN community. The paper alsoelaborates,whichfurtherstepsneedtobeconductedtosetitintopractice.

Keywords:TVETteachertraining,competencystandard,competency‐basededucation,ASEAN

I. INTRODUCTION

As many other nations, also ASEANmembercountriesarestrugglingwithalackof skilled labor which is slowing downeconomic growth and jeopardizing theirfurther economic and social development.Oneofthekeyissuestotacklethischallengeis the development of Technical andVocationalEducationandTraining(TVET).

Regarding educational quality, theimprovement of teachers’ competence isseen as one of the most crucial areas ofaction (Hattie, 2008). Especially in the areaof TVET, the quality and qualification ofuniversityandcollegeteachersareintenselydiscussed topics and considered to be themostimportantsuccessfactorbutalsoissuefor delivering TVET (Lipsmeier, 2013, p.;RCP,2011,p.41).Thisincludestheteachers’ability to develop and follow moderncurricula and to apply appropriate teachingand learning methods. The relatedcompetencies need to be delivered to themduring their initial training at theuniversities or other institutions(UNESCO/UNEVOC 2009, p. 11). Properteachertrainingwillenablethemtofulfilthecontinuously changing requirements ofmodern TVET systems and the world ofwork in the ASEAN community, which, asone of the most dynamic regions in the

world, isundergoingrapidand fundamentalchangesinsociety,economyandtechnology.

The most important task of TVETTeacherTrainingistoenabletheteacherstoprepare their students for the modernsocietyandworldofworknotonlyfortodaybut also for tomorrow. Hence, they need torelateteachingandlearningtothisworld.Todo so, they need to understand and applymodern methods and approaches of TVETeducation, such as Competency BasedTraining and Education (CBET) andoutcomes‐based education. Related to that,teachers also need to shift their teachingfrom teacher to student‐centered teachingand learningand their role from instructorsand lecturers to facilitators andmoderatorsofthelearningprocess.

TVET teachers not only need toprepare their students but also themselvesfor a constantly changing environment. Asfor example, currently all ASEAN countriesare synchronizing their educational systemsbased on competency and outcomes‐basededucation and are implementing, relatedcompetency standards and assessment intotheir educational systems.Teachers need tobe able not only to participate but also toproactivelypromoteandshapethisprocess.The ASEAN community and the relatedreforms,suchascreatingmutualcompetencyframeworks or increasing the mobility of


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students and the workforce, requires newcompetencies of teachers which need to bedefined in mutual standards for TVETteachers and university programs for TVETteachereducation.

Tocontributetothisprocessadraftfora mutual TVET Teacher competencystandardwasdeveloped,whichispresentedin thispaper. It canbe the fundamentof anInternationalTVETTeacherMasterprogramanddegreeforASEANcountries.II. METHODS

Todevelopthecompetencyframeworkdraft, a modified focus group and DACUM(“Develop a Curriculum”) method approachwas applied.Theparticipating expertswere15 lecturers from universities and nationalinstitutes who are planning, conducting,developing and managing TVET teachereducation and training in their respectivecountries, namely Cambodia, Indonesia,Laos, Myanmar and Vietnam. Thedevelopment of the competency frameworkwasaworktaskconductedaspartofaseriesof workshops of the RCP Network projectRECOTVET, provided by the DeutscheGesellschaft für InternationaleZusammenarbeit (GIZ), a Germandevelopmentagency.

The modified focus group DACUMworkshop method was based on a refinedmethodologyofapreviousprojecttodevelopan in‐company trainer standard for ASEANcountries by the author and other expertsfrom2014to2015(Grosch&Fischer,2015).As the target was not to develop acurriculum to train a vocation (the originalDACUMpurpose)butacompetencystandardfor academic program to educate TVETteachers, it deviates from the traditionalDACUM method by including additionalelements,suchasinputsessions,groupworkelementsandfieldtrips.Itdidn’tincludethefinal steps of DACUM to draft a curriculum.Overall,twofocusgroupworkshops,eachfor2 weeks were conducted on October 2015and March/April 2016. They included acascading series of Brainstorming, ActiveStructuringandMetaPlanmethods,enrichedby input sessions of the moderator (theauthor of this paper), in which theparticipants were introduced into relevant

theoreticalapproachesandmethods,suchasCompetency Based Education and Training(CBET; GIZ, 2011), different competencymodels, standards fromother countries andregions, modern trends and challenges inTVETteachereducation,anintroductionintostudent‐centeredteaching‐learningandfieldtrips to the industry.The enrichmentof theprocess, using these inputs intended toinspire the focus group with new ideas, sothecompetencystandardwillnotjustreflectthe currentmind set and state of educationin the participants’ countries, butfurthermore opening them to new ideas todevelop a TVET teacher standard for thefuture. I.e. including competencies in thestandard draft, which seem necessary tocope with future challenges andrequirements of modern TVET teachereducation.ItcanbeseenasanequivalenttoagapanalysisinaclassicalDACUMsession.

To develop the competency standarddraft, theASKcompetencymodel(“Attitude,Skills and Knowledge”) was applied, as oneof the most common and acceptedframeworks.

Fig.1:ASK‐CompetencyModel

There are also other popular models,

e.g.themodelusedintheEuropeanUniontodefine the European QualificationFramework EQF (European Communities,2008). However, thismodel doesn’t includethesectionofattitudes.Asthisareawasseenas very essential for competencydevelopmentbythegroup,itwasdecidedtouse the ASK‐model to describe thecompetencystandard.


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III. RESULTANDDISCUSSION3.1. TheCompetencyFrameworkDraft

To prepare the development of thecompetency standard draft, firstly severalgroup work sessions by country wereconductedatthebeginningoftheworkshopto determine the current state of TVETteacher education in the participating fivecountries. This process revealed, that thelargest share of the TVET teachers aregraduatingfrom

BachelorDegreeprogramsspecificallytailored for TVET teachers at specializedfaculties or institutes for TVET teachereducation inside universities or nationaltraining institutes. The group work processalsorevealed,thatthereisanoverallsimilarlackofcertaincompetenciesinallcountries,suchas:1. the inability to cooperate with the

industryineducationalprograms2. a lack of competencies to applymodern

TVET methods and concepts, especiallyCBET‐relatedapproaches

3. a lack of student‐centered teaching‐learningmethods.Toclosethisgap,thegroupagreedthat

these competencies should be included in amutual competency standard andparticularly fostered in a Master program.Such a Master program would constitute a

next, higher next level in the status quo ofTVET teacher education of the participatingcountries and their national qualificationframeworks,whereaBachelordegree is thecommon standard. Referring to the ASEANQualification Reference Framework AQRF(ASEAN,2013), itshouldbelocatedonlevelseven.

Asmentioned in themethods section,theprocessofstructuringthedraftfollowedthe ASK‐model and describes the corecompetenciesof aTVET teacher in termsofwhat a TVET teacher should be able to doand which related skills, knowledge andattitudesareneeded.

The focus group work resulted in acompetencyframeworkdraft,whichconsistsof three modules, containing overall 15competenciesasfollows:Module I: Planning and Preparation: sixcompetenciesModule II: Implementation: sixcompetenciesModuleIII:Evaluation:threecompetencies

Thefollowingtabledescribesthethreemodules, including all relevantcompetencies. Below the competencies,relevant related knowledge, skills andattitudesarelistedasexamples:

Table1:ModuleI,TVETteachercompetencyprofiledraft

ModuleI:PlanningandPreparationATVETTeacherisableto:

1. Identifystudents’backgroundKnowledge Skills Attitudes

- psychological- cultural- administrative- social

- informationcollectionandanalysis

- interpersonalskills- interviewskills

- willingnesstocommunicatewithstudents

- acceptingindividualdifferencesofstudents

- empathytounderstandstudents’situation

- respectingstudents’ideasandbackground

2. DesignalessonplanKnowledge Skills Attitudes

- teachingschedule- numberofstudents- chronologyofsubjects- locationand

environment- learningrequirements- framecurriculum

- classroommanagement- usingIT,computersand

software- choosingsuitablecurriculum

andsyllabus- selectingappropriatecontent- timemanagement

- creativityandflexibility- pragmatism- diligenceandcarefulness- self‐disciplinetopreparein

time


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3. Prepare,designandchooselearningcontentKnowledge Skills Attitudes

- subjectexpertise- uptodatesubject

content- stakeholder

requirements- knowledgeon

standards

- materialsearching- communication- applyingstandardsand

settingthemintopractice- choosingappropriate

teachingcontent

- disciplinetofollowrequirementsandregulations

- cooperativenessindesigningteachingstrategyandmethods

4. DesignsuitableteachingstrategiesandmethodsKnowledge Skills Attitudes

- teachingmethodology;learningpsychology;subjectcharacteristics

- settingtheoryintopractice- teachingmethods- communication- selectingappropriate

strategiesandmethods

- Willingnesstochangeteachingstrategiesandmethods

5. ChooseandpreparesuitablematerialandmediaKnowledge Skills Attitudes

- mediatheory- mediatechnology- mediapsychology- instrumentsandtools- mediadesign

- operatingmediahard‐ andsoftware

- classroommanagement- selectingappropriate

instruments- presentation

- willingnesstochangeteachingstrategiesandmethods

- creativityandflexibility

6. DesignassessmentstrategiesandinstrumentsKnowledge Skills Attitudes

- subjectcharacteristics- assessmentmethods

andprinciples- students’levels- statistics

- identifyingstudents’competencylevels

- usingstatisticalanalysisandtools

- designingassessments

- creativityindesigningassessmentstrategiesandinstruments

Table2:ModuleII,TVETteachercompetencyprofiledraft

ModuleII:ImplementationATVETTeacherisableto…

7. MotivatestudentsinthelearningprocessKnowledge Skills Attitudes

- methodsof

motivation

- psychology

- socialrelations

- students’interests

andbackground

- verballyaddressing

students

- sensingcharacteristicsof

students

- usingdifferentmotivation

methods

- usingmediaformotivation

- usingbodylanguage

- abilitytoshowthestudents

thebenefitoflearningfor

theirownlife

- Respectstudents’individual

characteristics

- empathyconcerningstudents’

conditions

- willingnesstoshareproblems

withstudents

- passiontoencouragestudents

8. ManageclassactivitiesKnowledge Skills Attitudes

- leadership techniques

- managementand

administration

- groupwork

- skillstocontroltheclass

- leadershipskills

- timemanagement

- classhandling

- creativitytoimproveclass

atmosphere

- flexibilitybetweenfriendliness

andseriousness


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techniques

- waystocontrolthe

class

- facilitation

- collaboration

- organization

- disciplinedbutflexibleduring

timemanagement

- fairnesswithstudentsduring

class

- objectivityinvaluingstudents’

activitiesandbehaviorinclass

9. Communicatewithstudents,colleaguesandotherstakeholdersKnowledge Skills Attitudes

- national,language,

cultural,individual

etc.backgroundof

students

- theoryandpracticeof

communicationin

specificsituations

- interactiveand

interpersonalskills

- communicativeskills

- teambuildingskills

- patienceininitiating

communicationwithstudents,

colleaguesandother

stakeholders

- professionalabilitytoperform

constructivecommunication

- listeningpolitelyand

attentivelyduring

communication

10. ApplyteachingstrategiesandmethodsKnowledge Skills Attitudes

- creatinggood

syllabus

- teaching‐learning

strategies

- specificteaching

methodsandtheir

use

- student‐centered

teachingandlearning

- adaptingmethodsaccording

tosituation

- usingteachingtechniques

- teachingskills

- usingvarietyofteaching

methods;adaptiveskills

- creativelychoosingthebest

teachingmethod

- innovativeinfindingsuitable

teachingmethod

- flexibilityinchoosingthebest

teachingmethodindifferent

conditions

11. ConnectstudentswiththeworkingworldKnowledge Skills Attitudes

- workplacetraining

- internship

possibilitiesin

companies

- experiential

knowledgeaboutreal

world(workplaces

etc.)

- fosteringstudents’

employability

- teamwork

- facilitatinginternshipsin

suitablecompanies

- takingresponsibilityin

providingrealworld

experience

- disciplinetofollowworking

worlddemands

- pragmatisminprovidingreal

workexamples

- creativityindesigningreal

workassignments

12. UsesuitablematerialandmediaKnowledge Skills Attitudes

- howtousematerials

andmedia

- usingteachingmedia

- technological

knowledge

- mediausage

- combiningdifferentmedia

andmaterials

- applyingtechnologicalskills

- creativityandprecisionin

choosingsuitablemediaand

material


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Table3:ModuleIII,TVETteachercompetencyprofiledraft

ModuleIII:EvaluationATVETTeacherisableto…

13. Assessstudents’learningoutcomesKnowledge Skills Attitudes

- assessmenttechniques

- assessmentmethods

- assessmentcriteria

- principlesandmethodsofcompetencybasedandoutcomes‐basedassessment

- applying quantitative andqualitativeanalysisinformationanddata

- applyingassessmenttechniques- designingassessmentcriteria- usingstatisticalandother

software- applyCBETassessment

methods

- reliabilityandobjectivity indesigningandconductingassessmenttasks

- precisionwhendesigningassessmentcriteria

- senseofresponsibilityandempathywhengivingfeedbackandgrading

14. ProvideandgetfeedbackfromstudentsKnowledge Skills Attitudes

- informationanddatacollectionmethods

- waysofanalyzingproblems

- waysofproblemsolving

- consultingtechniques

- choosingtherightdatacollectiontechnique

- gettinginformationfromstudents

- interpretinginformationfromstudents

- observingandinterpretingstudents’behavior

- observingandinterpretingownbehavior

- encouragingstudentstogivefeedback

- transparencywhengivingfeedback

- respectingstudents’ideas- fairnesswithallstudents- encouragingself‐improvement

ofstudents- patience- Willingnesstoacceptcriticism

fromstudentsandtochangebehaviorifnecessary

- Self‐criticism

15. ConductanevaluationprocessKnowledge Skills Attitudes

- peerreviewevaluation

- self‐evaluation- qualityassurance- actionresearch

methods

- applyingstandards- conductingresearch- communication- creatinginstrumentsfor

assessment- analyzingteachingprocess- identifyingproblemsand

findsolutions- self‐introspection

- willingnesstoupdateownassessmentknowledgeandskills

- creativityindesigningassessmentmethods

- carefullyanalyzingresults- willingnesstogiveindividual

feedbackpunctually/intime

3.2. DiscussionRegardingthemethodsandprocessof

developing the competency framework, itturned out to be fundamental for thesuccess of both of the focus groupworkshops, that all participants encompassthe underlying definitions, concepts,theories andmodels, such as the theory ofcompetency, competency‐based education,educational standards, outcome‐orientededucation etc. Concerning the applied ASKCompetencyModel, in the beginning of the

process it proved to be hard for theparticipants to understand the differenttermsandtheirmeaning,e.g.thedifferencebetween knowledge and skills and themeaning of attitudes. As there is also ageneral confusion between the differentpedagogical traditions regarding some ofthe terms and concepts, for exampleconcerning the definition of “competency”and “skill”, these key terms needed to bemade understood in detail before andduring the development of the competency


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framework, to create a mutual knowledgebase.Hence,alargeshareoftimewasspentto clarify themeaning of the related termsandmodels.For the further transformationofthecompetencydraftintoastandardanda curriculum, these terms and theirdefinition should be included into thestandard in the form of a glossary. Theprocess of distinguishing between thedifferent terms and understanding theirmeaningnotonlyhelpedtheparticipantstounderstand their meaning, but alsocontributed in clarifying the content andrelevanceofthecompetencystandarddraft.Especially while working on the attitudessectionallparticipantsbecameawareoftheimmense importance of having properattitudes to acquire pedagogicalcompetencies.

The TVET teacher competencystandard in the version which waspresented above is still a draft and needsmore elaboration and finalization during afurther process. While the list ofcompetencies and their wording alreadyseems elaborated, the sub‐sectionsknowledge, skills and attitude need to befurtherrevisedconcerningtheirconsistencyand comprehensiveness, e.g. to clarifyinterferencesbetweenthecategories“skills”and “knowledge”. During potential follow‐up sessions, also more stakeholders,especially from the industry and from theeducational administrative levelneed tobeinvolved, in addition to the group ofuniversitylecturerswhoparticipatedintheprevious focus group workshops. Beyond,alsoASEANparticipantsfromotherthanthefive countries which already participatedneed to be included, if the frameworkshould target TVET teacher training in allASEANcountries.

As the current competencyframework draft only includes pedagogicalcompetencies, also the area of professionalcompetencies needs to be explored, as allTVET teachers in the target countries areusually teaching one major subject or“vocational discipline”. The pedagogicalcompetenciesneedtobereflectedbasedonthis vocational or professional background,e.g. to explore if they are didacticallyappropriate, efficient etc. If any concerns

regarding its suitability are occurring, thepedagogical standard needs to bemodifiedand adapted, e.g. by splitting in up into acore competency standard for allprofessions and industries and severalspecificstandardsfordifferentvocations.

The developed competencyframework is based on the ASK‐model andhence belongs to the group of “horizontal”frameworks which generally distinguishbetween different competencies but notinclude the different levels of thesecompetencies as a “vertical” dimension.However, the overall competency level ofthewholestandardwasdiscussedandsettobeontheMasterlevelbytheexperts’group.In the further process, the verticalcompetency structure can be elaborated indetail,e.g.whichof the listedcompetenciesare already covered to which level on thealready existing Bachelor level programs.Later on, e.g. by applying the Dreyfus andDreyfus(1980)ModelofSkillAcquisitionora similarmodel, theverticaldimensioncanbe drafted for each competency, includingskills, knowledge and attitudes in thefurtherprocess,whichwill finally lead to atwo‐dimensional competency matrix. Thismatrix can be used to develop a Mastercurriculum that followsupon theBachelorlevel competencies of TVET teacherprogram students and matches with theASEAN Qualification Reference FrameworkAQRF(ASEAN,2013).

The focus group process and theincluded activities revealed that all threecompetency modules of the frameworkdraftandmostoftheincludedcompetenciesarealreadypartoftheBachelor‐levelTVETteacher curricula in the participants’countries in oneway or another.However,the general approach of the framework,which reveals itself in the details, such asthe relevant skills, knowledge and attitudeis essentially different and includes a shiftfrom traditional to modern approaches ofstudent‐centeredteachingandlearningandCBET in all three modules. Some of thecompetencies also are not included in thecurricula yet, and need to be particularlypromoted, among others especiallycompetency 11. “connect studentswith theworkingworld”.


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IV. CONCLUSIONThe developed TVET teacher

competencystandardcouldbeausefuldraftto further synchronize and to move TVETTeachereducationintheASEANcommunityto the next level. It is recommended tofinalize thecompetencystandard in furtherfocus groups, including more stakeholdersand ASEAN countries and to considerestablishing an international TVET masterprogram using a finalized version of thestandard draft. During this process, thestandardneedstobetranslatedintoaframecurriculum, containing further elements,suchas:teachingandlearningtopics,lengthandcreditpoints,learningplaces,additionalmodules, especially pre‐service teachertraining, internships, entry requirements,graduation requirements, assessmentcriteria, possible types of conducting (fulltime study, separate pedagogical programor integrated with professional vocation,program language etc.). During all possibleactivities, the main philosophy, areas ofaction and challenges need to be kept infocusbyallparticipants,suchasCBET‐andoutcome‐orientation, the right balancebetween professional / vocationalcompetencies in the field of teaching andpedagogicalcompetencies,connectingtotheindustry (dual or cooperative education),highqualitypre‐serviceteachertrainingandfocus on the ASEAN process/internationalization. Later on, one ormoreuniversitiesornationalinstitutesneedtobeconvincedtoestablishtheprogram.Fundingdonors, such as SEAMEO, ADB or otherresourcesneedtobeacquired.

The program should be developedand/ormonitoredbyinstitutionswhichgotexperience in this field and were alreadyinvolved in the process, such as KarlsruheInstituteofTechnology(KIT),GermanyandInternational Consultants for Training andEducation (ICTE), Germany which weremoderating the development of thestandard framework draft that waspresentedinthispaper.

REFERENCESA. Lipsmeier. (2013). Approaches towards

enhanced praxis‐orientation invocational teacher education (VTE). In:TVET@Asia, issue 2, 1‐18.http://www.tvetonline.asia/issue2/lipsmeier_tvet2.pdf

ASEAN. (2013): The ASEAN QualificationsReference Framework (AQRF).http://ceap.org.ph/upload/download/20138/27223751388_1.pdf

European Communities. (2008). TheEuropean Qualifications Framework forLifelong Learning (EQF). Luxembourg.http://www.ecompetencies.eu/site/objects/download/4550_EQFbroch2008en.pdf

M.Grosch.AndM.Fischer,M.(2015).AnIn‐Company Trainer Standard for ASEANCountries. GIZ. http://in‐company‐training‐mekong.com/uploads/documents/790d659efd39ef4f410e88f37f72e1e0documents.pdf

GIZ. (2011). Structures and functions ofCompetency‐based Education andTraining (CBET): a comparativeperspective.https://www.giz.de/akademie/de/downloads/Lehrbrief_14_‐_Competency‐based_Education_and_Training_(CBET).pdf

J. Hattie. (2008). Visible Learning: ASynthesis of Over 800 Meta‐AnalysesRelatingtoAchievement.NY:Routledge

RCP. (2011). Institutional Development ofVocationalTeacherEducationinLaoPDR2010‐2020.Vientiane.

S. Dreyfus and H. Dreyfus. (1980). AFive‐Stage Model of the Mental ActivitiesInvolved in Directed Skill Acquisition.Washington, DC.http://www.dtic.mil/cgi‐bin/GetTRDoc?AD=ADA084551&Location=U2&doc=GetTRDoc.pdf

UNESCO/UNEVOC. (2009). RegionalSeminaronTVETTeacherEducation forSustainable Development. RMIT’sVietnamCampusHCMC.


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THEROLEOFTHEPRIVATESECTORINVOCATIONALEDUCATION

AnthonyBorkettPTThiessAustralia

email:[email protected]

ABSTRACT

There is continuing debate and focus on the subject globally by governments, education

professionals,non‐governmentdonororganizationsandindustry.WhyisVocationalTrainingofinteresttosuchabroadcontextualspectrum?Wecouldarguablysummarizethereasonsimplyas; itpotentiallymeans some form of monitory gain for all concerned. The increasing globalization of business andmigrationofmulti‐nationalhumanresourcesbringswithitarangeofotheraspectsthatarguablyincreasetheimportanceandcomplexityofVETtoallstakeholders.Theprivatesectordoesnotalwaysknowhowor what is possible to improve competency aspects within their own organization and the regionalcommunity.Acompanydoesnotalwaysprovidetrainingthatwillsatisfyqualityaspectsandbeproducingwell trainedresources.However it canpossiblybeargued thatany formof trainingbyaprivatesectororganizationispositiveandiscontributingtoimprovingVETskillsofindividualsandinthecommunityaswhole.Privatesectorrepresentativesdonotalwayshavetheanswers tocompetency improvementandhowprivate sector can andpossibly should contribute to improving vocational education and training.However a company will know what the task requirements are in relation to any position in theorganizationandhaveresourceswhowillknowtheskillsandknowledgerequiredforparticulartasksandtheywillknowwhatstandardsofcompetencyisrequiredtoproducetheproduct.Keywords:privatesector,vocationaleducation,apprenticetrainingprogram,workexperience

I. INTRODUCTIONI think we agree that Vocational

Education and Training (VET) is a criticalelement in national workforce capabilitydevelopment. There is continuing debateand focus on the subject globally bygovernments, education professionals, non‐government donor organizations andindustry.

WhyisVocationalTrainingof interesttosuchabroadcontextualspectrum?BasedonmyobservationandexperienceIsuggestthat we could arguably summarize thereasonsimplyas; itpotentiallymeanssomeform of monitory gain for all concerned.Regardless of the publicized agendas ofsome of the parties at the seniorstrategic/policy making levels inorganizations it can arguablybe reduced toelements such as improving the economicstatus of the country, increased profits forcompanyshareholders,morefundingfortheNGOandsoon.

There are other factors that areimportanttothepartiestoobutthefinancialsideinitsvariousformsispossiblythemostsignificant.Ihastentoaddthatforthemanyindividualswithintheorganizationsthatare

directly involved inmakingVEThappen it’snot all about money. There are numerousothermotivationaldriversbothintrinsicandextrinsic in nature. We are all here todaybecauseweareprofessionalsandpassionateabout training and developing others. Inmany cases education professionals arepoorly paid considering the dedication andtime they have invested in becomingprofessionalsandintermsoftheefforttheyput into teaching others. I have witnessedtrainers /teachers in somecountries sellingsnacks tostudentsat theday’send tomakesufficientmoneytofeedtheirfamilies.

Thisispossiblyanothertopicandpartof the challenge of improving vocationaleducation and training standards in manycountries. So who directly benefits fromcompetent human resources? I suggest thatprivateindustryarguablycanprofitthemostfollowedbythecountryandcommunity.

The increasing globalization ofbusiness and migration of multi‐nationalhuman resources brings with it a range ofother aspects that arguably increase theimportance and complexity of VET to allstakeholders. It also opens otheropportunities particularly for emerging


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economies such as skilled workerexportation globally and the injection ofincome back into the country to families.Returning workers potentially bring withthem new skills, technology and businessideas.II. METHOD

My topic today is on the role of theprivate sector in improving competency invocational training. For my presentation Iwill separate the private sector into twogroups.1. The industry groups ‐ mining,

construction, manufacturing, retail andsoon.

2. Theprivatetrainingproviderindustry.I will talk on the first group only as this isthegroupIhaveadepthofexperiencewithandispossiblyoneofthekeydrivingfactorsinVETglobally.III. DISCUSSION

So what role can and should privatesector industry play in improvingcompetencyinVET?The part industry actively play in terms ofbeing a stakeholder varies betweencompanies and countries. The Australiansystem is highly regulated in terms ofaccredited training as are many countries.Arguably it still has numerous options forimprovement in terms of the regulatorystakeholdercomplexityandtrueconsistencyofqualityachieved.Howeveritdoesattemptto have the private sectors input to ensurethat national VET competencies are alignedtoindustryneedsandencourageownershipof the outcome. This is possibly one of thekey proactive actions that private sectororganizations can do to ensure that VETcompetency training and educationprograms that are nationally accredited aretruly reflecting business needs. Thecompetency needs of industry today in theglobal market place combined with therapidly changing technological environmentrequire the private sector to do more toensure they have the workforcecompetencies required to be competitivelyproductive. Italsoreflectsthewaytrainingis done in some industry sectors. At thispoint I will introduce some of the VET

related programs Thiess are currentlyinvolvedin.

Thiess training and developmentcapabilitiesarebroadandstructuredtosuitthe business needs. This requires flexibilityin the competencies, systems, projectspecific development programs and thetraining resources utilized. Thiess trainingand systems are benchmarked tointernational industry standards and theAustralian Quality Training Frameworkrequirements

3.1. Apprentice Trades Training

ProgramThis is a four year program which

complies with the Australian Certificate IIIrequirements.TheparticipantsgraduatewithanAustralianCertificateIIIintherespectivetrade.• Heavy mobile equipment Mechanic ‐CertificateIIIEngineering‐Mechanical• Heavy mobile equipment Electrician ‐CertificateIIIEngineering‐Electrician• Welder ‐ Certificate III Engineering ‐Welder

Thiess have an agreement with anAustralian registered training organization.In this case that is a universitywho acts asthe compliance auditor the program andcertification issuing authority. TheUniversity and the Thiess program areaudited by the Australian Standards andQuality Association. The training is done inIndonesian language and all trainers areIndonesian nationals. The curriculumincludesarequirement that theapprenticesbecomecompetentinEnglish.3.2. TradesTraining

This is a trade’s skills gap, learninganddevelopmentprogramdesignedforlocalhire trades employees. These resourcesgenerally have no formal qualificationhowevertheymayhavemanyyearson‐the‐job experience. The competency gap is interms of theory and the correct practicesand procedures. The program also allows aworkshop helper, for example, anopportunity to become a skilledtradesperson.Thecompetenciesarealignedto the Australian standards, based on the


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Apprenticeship competency sets andlearning packages. The packages and thetraining methodology are changed to suitparticipants who are older adults ifcompared to the younger apprenticeprogramparticipants.

3.3. TradesSpecialistProgramThis program takes tradespeople to

thenextlevel.Theparticipantsaretrainedtobe specialist technicians in machineequipment types. This effectively reducestherelianceonexternalspecialistresourcesfrom the manufacturer. The return oninvestment is easily measured and hasproventobesignificant.

OtherVocationalCompetencySets: Administration&Accounting FrontLineSupervisionandManagement HeavyEquipmentOperators InformationTechnologyrelated OccupationalHealthandSafety Other competency sets related to

positions required within a miningcontext.

Procurement&LogisticsExternal Training Providers are engaged asrequiredwheninternaltrainingcapabilityisnotavailable.3.4. CommunityVETEngagement

This is a self‐sustaining program thatgenerates pools of community basednational resources aligned to industryrequirements.We provide the resources tochange the institutions’ standards andcapabilities, and to align the outcomemoreto industry requirements, with no stringsattached.

WehaveanMOUwithallourpartnerswhich outline potential cooperation areasbetween the twoparties.The skills streamswe are potentially able to assist with arebasedonourinternaltrainingcapabilities.

We also can assist in establishingcustom designed fast track up‐skilling /semi‐skilling courses through selected TTIpartners.Thishasprovedtobeasuccessfulapproachtotakingresourceswithlowskillsandrapidlychangingthemtoresourceswithsuitable competencies for immediateemployment in some sectors such as theconstructionindustry.

3.5. WorkExperienceWork experience programs are

common throughout industry. It is also achallenge for many VET related trainingschools/centers to find work experienceplacements forstudentsduringthe learningperiods. It is also common that workexperiencestudentsaregiventasksthatarelimited in the actual learning benefit to thestudent. Thiess attempts to structure workexperience in such a way that it is aproductive and a win‐win scenario for allconcerned.

The programs are structured to suitthestudent’sprofessionandthetargetworkplace experience. For example for tradesrelated students placed in theworkshops abridging course is the first stage of theengagement. This identifies gaps inknowledge required in relation to thetargeted tasks and corrects these gaps. Italso involves an intensive occupationalhealth and safety training requirement.ThetasksgivestudentsfromselectedSMKNandpolytechnics a chance to experience andutilize their learning in a production workplace. It also gives the company productiveresourcesduringtheexperienceperiod.Thestudents participating in this particularprogram generally are all offeredemployment either by Thiess or othercompanies even before they complete theirformal studies as a result of the experienceintheprogram.Theinstitutionsareselecteddependingonthefieldofcompetencyweareoffering.

3.6. AustralianContextIn Australia the company training

requirements and training and assessmentresourcing is structured differently. Thecountry has a well‐developed VET trainingcapabilityandavailableresources.

The company largely is dependent onprivate sector training providers usingassessmentpackagesthatwerebasedontheAustralian accredited packages for anytraining they required in addition to theskillsthatemployeesalreadyhad.Inpracticethisattimesresultedinvaryingstandardsofoutcome. Other country operationsdeveloped their own in house trainingprograms. National engagement in VET


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improvement was done by way of inputthrough the nationally structured industryengagementavenues.

In 2016 the company embarked on astrategy to have a standard frame workglobally. That is to have the samecompetencystandardsandcompetencysetsfor all positions in our operations globally.This requires all assessment packages andtrainingpackages tobe the samewith localcontext variations if required among otherchallenges. This takes VET competencystandardization and improvement withinthe company to the next level. Arguablyglobal standards in VET are somethingnumerous organizations such as UNESCOand the OECD have been advocating for adecadeorso.

3.7.FinancingofVETTraining

Private sector organizations are inbusiness tomakemoney.That’sbasically it!Manywillwishtobeportrayedotherwiseinterms of corporate responsibility aspectshowever thebottom line is theyare in it tomake money. Profits are affected by anyexpenditure that does not give a return ontheinvestment.

Companiesgenerallyseeoverheadsasa necessary burden and training is part ofthe overhead costs. Measuring andproducing evidence to show the return onInvestment ROI that will justify trainingexpenditurecanbeachallenge.Weallknowthat many small companies prefer and insome cases can only afford to rely on anemployee learning on the job informally orsemi‐formally, rather than investing informal training programs across a fullspectrum of skill and knowledgerequirements.

This observation appears to beconsistent with some Asian DevelopmentBank (ADB), and other global organizationstudies. At the other end of the spectrumsome multinational organizations investlarge sums of money for internal traininginterventions as they do recognize thereturn from that investment. However wehave many companies with a strategysomewhere between these more extremecases.Sohowdowesuccessfullyencourage

companies tocontributemore to improvingVETcompetencies?

3.8. FundingOptionsOne approach has been to impose a

traininglevyinsomecountries.Thisappearstohavehadmixedsuccess.Myexperienceisthat many countries have large pools ofunclaimed funds suggesting that eventhough companies pay the levy theydonotnecessarilycarryouttrainingasaresultofit.There are numerous possible reasons forthis.

“Levies have the potential of providinglargeamountsoffunding.However,leviesdo not on their own guarantee greaterparticipation in training, and researchsuggests that levies alone do nothing toimprove the quality of skillsdevelopment”(ADB,2014,p.24).

Other forms of Public‐Private

Partnershipshavebeenestablishedinsomecountrieswithvariedsuccess.

Itispossiblewithalittleinnovationtostructure and establish satisfactory trainingcapabilitiesatarelativelylowcostwithlittlecapital investment. Thiess spends aconsiderable amount on training annually,however it is my experience that it ispossible to establish similar capabilities insome countries at a fraction of the cost bysimplylookingatwhatisrequiredandwhatispossible in thegiven context ‐differently.For example, one scenario resulted in aninitial establishment of a companyapprenticeprograminanationalVETschoolby renting unused workshops andassociatedfacilities,purchasingsecondhandscrap parts for training aids from secondhandvendors,partneringwithaneighboringcountriescollegetoprovidetrainerstotrainthe national trainers and establishing acooperation agreement directly betweenselected national vet institutions and theneighboring country which resulted in asustainable change to VET competencydeliveryandcapability.

Possibly is not an overly innovativemodel.Howeveruntil the alternativemodelwas suggested the company had beenstruggling with a big budget Australian


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model concept with expensive consultantthirdpartiesandasa resultof thatnothinghadbeendone.

It took some effort to sell thealternative approach I might add andnumerous parties expected it to fail. It didnotfailandcontinuedtobesuccessfulandtomorphwiththegrowthandchangingneedsofthecompany.IV. CONCLUSSION

The private sector does not alwaysknow how or what is possible to improvecompetency aspects within their ownorganizationandtheregionalcommunity.Acompany does not always provide trainingthat will satisfy quality aspects and beproducing well trained resources. Howeverit can possibly be argued that any form oftraining by a private sector organization ispositive and is contributing to improvingVET skills of individuals and in thecommunityaswhole.

Private sector representatives do notalways have the answers to competencyimprovement and how private sector canandpossiblyshouldcontributetoimprovingvocational education and training.Howevera company will know what the taskrequirementsareinrelationtoanypositionintheorganizationandhaveresourceswho

willknowtheskillsandknowledgerequiredforparticulartasksandtheywillknowwhatstandards of competency is required toproducetheproduct.

I suggest that the best approach toengage private sectors input into VETcompetency improvement on a nationalscaleshouldinvolvecrosssectionalindustrybenchmarking and a collaborative processwith education professional stakeholdersfrombothnationalregulatorsandproviders.

However: Do not wait for the privatesectortoinitiatethis.Unlessthecompanyisaprivatetrainingprovider,trainingwillnotbe the company core business producingrevenue for the shareholders. Only a fewcompanies will have management with avisionwhich results in national third partyengagement.

Private sector engagement initiativesneed to come from governments andeducationsectors.

REFERENCESAsian Development Bank, (2014).

Sustainable Vocational TrainingToward Industrial Upgrading andEconomic Transformation: AKnowledge Sharing Experience. AsianDevelopment Bank, Manila,Philippines.


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THEROLEOFTVETFORIMPROVINGECONOMICGROWTH

ANDLABORINASEANECONOMICCOMMUNITYERA

SoenartoDepartmentHead,TechnicalandVocationalEducation

GraduateSchoolofEducation,YogyakartaStateUniversity

Keywords:TVET,economicgrowth,AEC

AFTA, AFLA, & ASEAN ECONOMICOMMUNITY(AEC)

ASEAN Free Trade Area (AFTA) hasbeen virtually established in 2003. It wasformed of the 10 Association of South EastAsian Nations (ASEAN) member states:Brunei Darussalam, Cambodia, Indonesia,Laos, Malaysia, Myanmar, Philippines,Singapore,ThailandandVietnam.

ASEANMember Countries have madesignificantprogress indetermining thekindofproductandtheloweringofintra‐regionaltariffs through the Common EffectivePreferentialTariff(CEPT)SchemeforAFTA.A core tenet of the ASEAN EconomicCommunity (AEC) is to be a free flow ofskilled labour. But what does this reallymean,andwhatimpactwilltheAEChaveonworkforcesinAsia?

The Visions of workers freelymovingbetween member states, reduced bordercontrol and increased access to state socialsecurity benefits spring to mind. In reality,however, there is a gulf of differencebetween the EU’s free movement of peopleandtheAEC’sfreeflowofskilledworkers.1. IntheEUacitizencanfreelymove,reside

and seek employment in any memberstate,regardlessofskilllevel;buttheAEChasafarmorelimitedapproach.

2. TheAECmembermake concessionsonlyto eight professions this point:engineering, nursing, architecture,medicine, dentistry, tourism, surveyingandaccounting.

3. further limitationson the freemovementof that skilled workers: (a) There areminimum years of experiencerequirements,(b)labourmarkettests,(c)pre‐employment requirements such ashealth clearances and numerous other

domestic immigration and professionalaspects.

Organisation that employ people inthoseeightprofessions,shouldconsider:(1)given to the new one, (2)wider talent poolthat the AEC is establishing. (3) Peopleseriously can make use of the increasedmobility of professionals keen to seize newopportunities.

AECas aneweconomic community isbeing formed in 2016 to represent 625million people and become the world’sseventh largest economy. AFTA, AFLA, andAEC stimulate the conducives environment:(1) the developed countries tend to movetheir industries to the developing countriesin order to get rawmaterials, to find placeforsellingproduct,andtogettecheaperforlabor, (2) the developing countries Polutionhave not yet concern, developing countriesneedandhopeinvestmentinorderfortheireconomic growth, absorbtion of theworkforce,anddecreasingunemploymentReportofWordEconomicsForum,HumanCapital Outlook: ASEAN June 1, 2016,showedthat:ASEAN’S PERFORMANCE IN A GLOBALCONTEXT

The World Economic Forum’s annualHuman Capital Index benchmarks andquantifieshowcountriesaredevelopinganddeploying their human capital, and trackseach nation’s progress over time. It takes alife‐course approach to human capital,evaluating not only the levels of education,skills and employment available to peopleacross different ages, but also how welleconomies around the world areleveraging this potential for the benefit ofeconomy and society as a whole. Covering


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morethan120countries—representing92%of the world’s people and 98% of itsGDP—the Index measures a country’spresent performance against an idealbenchmark,andoffers insight intohowwella country is positioned for deploying talentinthefuture.Table 1. Human Capital Index 2015 ranking ofASEANcountries

ASEANGlobalRank Country Score

24 Singapore 7846 Philippine 7152 Malaysia 7057 Thailand 6959 Vietnam 6869 Indonesia 6797 Cambodia 59105 LaoPDR 56112 Myanmar 53

Note:Insufficientdatatocoverin2015edition:BruneiDarussalam.DEMOGRAPHICS AND WORKFORCESTRUCTURE

Since 1990, ASEAN’s population ofapproximately625millionpeoplehasalmostdoubled,andby2025itisexpectedtoreach694million.Itaccountsfor8.6%oftheworldtotal,isequaltothecombinedpopulationsof

Latin America and the Caribbean, and islarger than that of the EuropeanUnion anddoublesthatoftheUnitedStates.

ASEAN is experiencing significantdemographicchange: itwillsee68.2millionnew entrants to the labor force by 2025.Thereishighlaborforceparticipationamongthe region’s population, as well as arelatively narrow labor force participationgender gap. High‐skilled workers i.e. thoseeducated to degree level are noticeablyyoungerthanASEAN’sworkforceasawhole,havingamedianage inthemid‐20s, leadingto a potential “demographic dividend” froman increasingly well‐educated youngerpopulation.Whilenearly40%of theoverallworkforce in ASEAN is occupied inagriculture, an equal number (41%) isengagedintheservicessectorwhile19%areinvolved in industry although this picturevaries across the countries of the region.Vietnam and Thailand have a moreagriculture‐heavy labor market, whileSingapore, Malaysia, the Philippines andIndonesia have more services‐basedworkforces.Malaysiahastheregion’slargestshare of the workforce in industry. Acrossthe region economic and developmentalindicators have improved steadily over thepastdecade,althoughmoreworkremainstobedone(Table2).

Table2LabormarketconditionsinASEAN

CountryEaseoffindingskilled

employees(7=easiest,1=hardest)

Averagemonthlywage

(US$)

Workersinvulnerable

employment(%)

Incidenceofchildlabor(%)

Cambodia 3.4 121 64 18.3Indonesia 4.3 174 36 6.9LaoPDR 3.1 119 83 10.1Malaysia 5.3 609 22 ‐Myanmar 2.4 ‐ 89 ‐Philippines 4.4 206 42 11.1Singapore 4.8 3547 9 ‐Thailand 3.8 357 56 8.3Vietnam 3.4 181 63 6.9

Note:“Workersinvulnerableemployment”referstothenumberofunpaidfamilyworkersandinformalsectorown‐accountworkers”asashareoftotalemployment.


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WHATABOUTWORKFORCECONDITIONSININDONESIA?

Figure1ThenumberofIndonesiaworkforcelinkedtotheeducationallevel

Figure2NumberofForegnWorkforceInIndonesiaBaseEducation

Figure3NumberofForeignWorkforceInIndonesiaBaseonSalary

0

50.000

100.000

150.000

200.000

250.000

JML % JML % JML %

PascaSarjana 819 0,14 440 0,09 352 0,07

Sarjana 6.349 1,08 5.662 1,14 6.340 1,24

Diploma 24.276 4,14 26.572 5,37 29.012 5,66

SMU 104.370 17,79 119.714 24,2 124.825 24,37

SMP 233.775 39,84 195.092 39,44 191.542 37,4

SD 217.213 37,01 147.129 29,76 160.097 31,26

THENUMBEROFINDONESIANWORKFORCEBASEDONLEVELOFEDUCATION

MASTER

BACHELOR

DIPLOMA


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Figure4,NumberofForeignWorkforceinIndonesiaBaseonOccupationLevel

Figure5.25Kabupaten/KotaterbesarpenempatantenagakerjaluarnegeriIndonesia

Periode2011s/d2013.

Figure6.20JabatanterbesarpenempatantenagakerjaluarnegeriIndonesia

Periodetahun2011s/d2013

24%

23%

35%

Techniciant

Profesional

Director

18% Manager


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Figure7.IndonesianManPowerStructure

(Source:BPS,2010)

Figure8.IndonesiaManPowerStructure

(Source:BPS,2010)


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Figure9IndonesianHumanResourcesModality

NATIONALMASTERPLANAccelerating And Expanding of IndonesiaEconomicDevelopmentIn2011‐2025

NAWACITAJOKOWIJK

1. Membangun infrastruktur jalan barusepanjangsekurangnya2000KM.

2. Membangun sekurangnya10 pelabuhanbarudanmerenovasiyanglama.

3. Membangun sekurangnya 10 bandarabarudanmerenovasiyanglama.

4. Membangun sekurangnya 10 kawasanindustri baru pengembangan untukhunianburuhnya.

5. Membangun sekurangnya 5000 pasartradisional di seluruh indonesia danmemodernisasi pasar tradisional yangtelahada.

6. Mencipatkan layanan satu atap untukinvestasi, efisiensi perijinan bisnismenjadimaksimal15hari.

7. Membangun sejumlah science andtechnoparkdikawasanpoliteknikdanSMK‐SMKdenganprasanadansaranateknologiterkini.

8. Melakukan revolusi karakter bangsamelalui penataan kurikulum pendidikannasional, mengedepankan aspekpendidikan kewarganegaraan, nilai‐nilaipatriotismedancintaTanahAir

9. Memperteguh kebhinnekaan danmemperkuat restorasi sosial melaluikebijakanpendidikankebhinnekaandanmenciptakandialogantarwarga

THEIMPROVEMENTOFACCESSANDTHEQUALITYOFSECONDARYSCHOOLANDTHERELEVANCEOFVOCATIONALEDUCATION/POLYTECHNIC


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. Figure10

GLOBALCOMPETITIVENESSINDEXINDONESIA2013/2014

Figure11.


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Figure12.CHALLENGESOFVSS/SMK

Figure13.NumberofVSSandstudents

IndonesiaPolicy:UniversalandCompulsorySecondaryEducation

Figure14.


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COMPULSORY VS UNIVERSALSECONDARYEDUCATIONCompulsoryEducationsince20151. MandateofConstitution2. Compulsoryforallschoolageofstudents3. FullyfundedbyGovernment4. PunishmentfortheresistanceUniversalSecondaryEducation2013‐20151. Secondary education covers General

SecondaryandVSS2. Provide widest opportunity for all

Indonesian people to attend qualifiedsecondaryeducation

3. Governmentaccommodatestoabsorballschoolageofstudents

4. Central government, Regionalgovernment and the community jointlyresponsibleforfunding

5. TolerablesanctionfortheresistantPOLICYIMPLEMENTATION1. Quality Assurance, Corelate with the

improvementofcapacity2. Number of Composition of General‐

Vocational students match with theregionalneedandtheirpotency.

3. Equal distribution of secondaryeducation service to cover unreachablearea

4. Employability improvement for thegraduatesespeciallyforVSS

5. GER achievement in national, provincialandlocallevelgradually.

6. Providing operation cost for runningVSS, 50% coverage Central Goverment,50%supportedbylocalgovermentandparents.

IMPROVING CAPABILITY OF TVET /VOCATIONALSECONDARYSCHOOL1. Determination school entity data,

program training and types ofeducationalservices;

2. Mapping and consolidation of skillsneedsoftheindustryandstakeholders;

3. The alignmentof program training anddetermination of link and matchprogram in accordance with theconditionsandneedsoftheindustry;

4. Restructuring continued socializationgovernance organization coachingschoolandschoolmanagement;

5. The transfer of program training andtheadjustmentprogram,theservice,thequality target, educator, Schoolmanagementandtheeducationsystem;

6. Empowerment,coachingandmentoringschool on Reference, Alliances andRegularschool;

7. Buildanetworkofcooperationbetweenschools, industry, institutions, systemsof certification and further educationlevel.

8. Monitoringandevaluationoftheresultsof the alignment of skills program thatmatch with the needs of industry,communitiesandstakeholders.

MILESTONEQUALITYOFVSS2015–2019

Figure15


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Access, Quality, Relevancies and PublicEngagementStrategyofVSS1. Harmonize and Alignment of Program

competency with the needs of theschoolsandindustryareas;

2. FulfillmenttheInfrastructureofVSS;3. Improving the quality of vocational

teachers;4. EmpoweringReferenceSchools:Cluster

Model/Mergers;5. Supporting availability of School

OperationalCost;6. Improving the quality of schools

governancethoughengagingpublic;7. OptimizationofutilizingICTinschools;8. ImplementingQualityAssuranceofVSSDELIVERING SKILL FOREMPLOYABILITIESFour main components of ‘employabilities‐skills’are:1. Cognitive or analytical skills include

numeracy and literacy; they encompassthethinkingorproblem‐solvingskills.

2. Non‐cognitive skills are ‘soft skills’ or‘behavioralskills’.Theyarewidelyseenas crucial to securing employment intoday’sglobalizedeconomy.

3. Technical skills are those that arecontext‐specificandaregearedtowardsaparticularoccupation.

4. Basic skills, are general and as thefoundation for other skills to bedeveloped.Peoplehavingbasicskillsare

easilytrainabletothenewprocessesthefirmislikelytoapply

In the global industry, competitive andinnovative nature of the products,multinational companies consider flexible,easily‐trainablelaborIndonesian Qualification Framework &RecognizedPriorLearning(IQF&RPL)Indonesia Qualifications Framework(IQF) is the former qualification frameworkdeveloped for qualifications or workcompetence in Indonesia.The IQF is tohelpemployers compare the many hundreds ofcompetence available in workplace, inschool, training center, and in community.The IQFhavenine levels, coveringall levelsof learning outcomes or competence fromelementary education (level 1), secondaryeducation,furthereducation,vocational,andhighereducation.(level9)

The learning outcomes, workcompetence, can be achieved through 4Streams: (1) Education Streamline, throughAcademic Degree, (2) Profesion Steramlineprofessional Certification, (3) AutodidacsStreamline: Specific Skills Experience, and(4)IndustrialJobStreamline:ExperienceJobandCareer.

RWEPL, a process used by regulatorybodies, ......Toevaluateskillsandknowledgeacquired by outside the classroom forrecognizing competence against a given setofcompetenciesstandards.

INDONESIANCURRICULLUM2013DEVELOPMENT

Figure16


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SCALINGUPSKILLSOFTVETGRADUATE1. Foundation skills (literacy and

numeracy);2. Transferableof‘soft’skills(theability

toproblemsolve,communicateideas,becreative, show leadership andconsciousness and demonstrateentrepreneurial capabilities youngpeople need to adapt in the world ofwork);and

3. Technical and vocational skills (suchas using machines, growing vegetables,servicing guest in restourantorusinga

computer). (the Global MonitoringReport(2012);

4. Raise the Standar of Teachingsignificantly with an emphasis onattracting and developing greatteachers;

5. Develop a more demand‐drivencurricullum (espesially for TVETinstitutions);

6. Create new, flexible educationpathways;

7. Require significant investment tofullfillskillsgap.

INDONESIANQUALIFICATIONFRAMEWORK

Figure17

CERTIFICATECOMPATIBILITYOFEDUCATIONLEVEL

Figure18


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IMPLEMENTATIONPOLICYInnovationProgramofVETIndonesiaVocational education and training (VET)continues to be a favored instrument ofsocial engineering for achieving objectives;accelerating economic growth, reducingyouth unemployment and benefiting fromeconomicglobalization.1. Improving quality through expanding

referenceschools;2. ImplementingTeachingFactory;3. Set up Vocational Schools in Industrial

zone;4. IndustrialBasedforVocationalSchoolin

theremotearea;5. Harmonizingtradeandprogramin

VocationalSchools;

6. Certificationofschoolsandgraduates;ProgramofVET:Indonesia

Psacharopoulos (1997) said that allmember’s countries (most developingcountries) want to be industrial country.Industrialization needs hard skill and softskill labors for operators. "If technology isseen as a panacea for industrializing acountry's economy and achieving higherlevels of per capita income, the next logicalstep is to instill into the labor force the'necessary skills' for suchhigher technologytobeappliedandfurtherdeveloped".

This means that providing TVET ismust, and unquestionable in order toproducehighlyskillsworkers.

REFERENCESCHOOLOFVSS

Figure19

IMPROVINGQUALITYOFLEARNINGOFREFERENCEVSS

Figure20


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TEACHINGFACTORY

Figure21

TEACHINGFACTORYPARADIGM

Figure22

SKILLSIDENTIFICATIONFRAMEWORKOFTHETEACHINGFACTORIESTODELIVERHOTS

Figure23


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1. TechnicalSkillsconsistofprocessskills,equipment usage, and skills forproductionsystem

2. HOTS (Higher Order Thinking Skills)are a combination of technical skillswithsoftskills;

3. Soft skills consist of language skills,communication,teamwork,adaptability,decisionmaking,planningandproblemsolving;

4. HOTS can only be obtained through acombination of classroom learning inthe workshop, in industry and in thefieldofwork;

5. HOTS possible education requires adurationof3yearsor4yearsprogram.

INSTUCTIONALMETHODE

Figure26

Learning Method changed since the arrivalof ICT in the classroom; Materials andteaching materials enriched through the

provision of various sources of learning sostudentscanmorequicklyacquireandinferinformationcomprehensivelyREFERENCES___________. (2016). Human Capital Outlook:

AssociationofSoutheastAsianNations(ASEAN), World Economic Forum,Regional community briefing, KualaLumpurMalaysia,June1‐2,2016.

Dezan Shira & Assosiated. (2011). MasterPlan Acceleration and Expansion ofIndonesia Economic Development2011‐2025, Coordinating ministry foreconomic affairs ministry of nationalplanning and development/nationaldevelopmentplanningagency.

Direktorat Jenderal Pendidikan TinggiKemdikbud. (2012). KerangkaKualifikasi Nasional Indonesia,Indonesian Qualification Framework,Peraturan Presiden Nomor 8 Tahun2012.

Klaus Schwab. (2016). The GlobalCompetitiveness Report 2015–2016:Full Data Edition is published by theWorld Economic Forum within theframework of the GlobalCompetitivenessandRisksTeam.


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DIGITALMEDIARESEARCHINEDUCATION:THEUSEFULNESSOFTHEINSTRUMENTALCONFLICTSTHEORY

P.Marquet

LISEC,UniversityofStrasbourg,Francee‐mail:[email protected]

ABSTRACT

Thepurposeofthispresentationistodefineandtoillustratetheconceptofinstrumentalconflict,

asatooltoabetterunderstandingofthedifficultiesthatlearnersencounterwhileusingICT(InformationandCommunicationTechnologies).An instrumental conflict takes itsmeaningwithin the frameworkofRabardel’stheoryofinstruments,whichinitselfisapartofthemoregeneraltheoryofactivity.Themainidea is thatVLE (VirtualLearningEnvironments)associate threedifferent typesof artefacts:didactical,pedagogicalandtechnical.Theseartefactsmustbecorrectlycombined,sothatlearnerscanhaveaccesstoknowledge,whichisembeddedinthedevice.Wepointouttheusefulnessofsuchaconcept.Wethusdescribehowscientificcommunities,whichfocusondidacticsofMathematicsandcomputerscience,andonICTineducationandtraininginparticular,dealwithdifficultiesofimplementationandexploitationofICT.Itappearsthatsomeobjectscalledeitherdidacticalobjectsorpedagogicalobjectsrepresentareality,which is similar and extremely wide at the same time. In fact, this ambiguity justifies the distinctionbetween didactical artefacts, pedagogical artefacts and technical artefacts. We finally give someexamples of obstacles that can be considered as instrumental conflicts aswell as some possibledevelopmentsofferedbytheconceptofinstrumentalconflict.

Keywords:theoryofinstruments,theoryofactivity,instrumentalconflict,didacticalartefact,pedagogicalartefact,technicalartefact

I. INTRODUCTION

Over several years, a unanimity hasgrown up around interest in aninstrumentalapproachasaparticularlyrichheuristic perspective upon understandinghuman activity, particularly those inwhichcomputersareused[1,2].Itmustbe remembered, however, that thisinstrumental approach takes as itsconceptual base theories of activitydevelopedbyVygotski since the1930s, theperiod in which he advanced the firstattemptata theoryconceptualisingactivitymediatedbytoolsandsigns,whichRabardel[3]reframedandextendedtocontemporarytechnologies.

TheaimofthisarticleistoshowhowRabardel’s approach can be applied toschool teaching situations or to traininginvolving ICT (Information andCommunication Technologies). Suchsituations constructed by design, are oftencomplex and demand that their subjectsinteract with objects of different natures:didactical, pedagogical, technical. VirtualLearning Environments (VLEs) may be

considered in the same way in that theybring together on platform programmesdifferent objects, posing the question oftheiroptimalorganisation,inthesensethatthe user has to some degree acquire theknowledge presented and made accessiblebythesystem.

Initially this article will revisit theprincipal concepts of instrumental theoryand will show how the matter ofinstrumental conflict arose in the body oftheory which it could complete. The mainidea is to make a distinction between thethree components of a technical systemdedicated to teaching, to know, firstly, thecontent of the discipline being taught,secondly the possible forms for theirrepresentation and the scenario for theirpresentationand,thirdly,thefunctionalitiesof the software programme. These threetypesofcomponentsareeachtheobjectofaprocess of adaptation each of which caninterfere with the other and produce aconflict.

Thesecondelementofthispaperwillshow that the simultaneous presence of


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didactical, pedagogical and technicalobjects presents difficulties in terms oftheoretical approaches which relate tosituations of computer‐supported teachingand learning. This is the case particularlywithattemptstoanalysepupils’activitiesinMathematics using certain softwareprogrammes, and also with models whichdepend upon descriptive norms ofpedagogical objects such as can be used incomputing. It appears that teachers ofMathematics and computer scientists arebothconfrontedwithasimilarproblem,thefact that the concepts that they eachpropose tend to cover too diverse a set ofrealities. In this respect, the concept ofinstrumentalconflictoffers theopportunitytodescribesituationsandinamoreprecisemanner than other approaches that mightbementioned.

Thesubsequentelementpresents thearticulation of an extension to theinstrumentalapproachwhichisproposedtorun alongside the instrumental approachesofteachersofmathematiciansandcomputerspecialists. It is considered that, withoutpresuming it to constitute a majorepistemologicalleapforward,theconceptofinstrumentalconflictoffersgreaterprecisioninmatters of computer‐supported teachingand learning to the extent that it identifieswhere there may exist a discrepancybetween a proposed element of content, astructural format or a presentationalscenarioandthepossiblesystemoptionsforaction. In this regard, the developments inpedagogical engineering put into operationfor distance learning will gain from thisresearch.

Finally thepresentation concludesbysuggesting how and inwhat circumstancesinstrumental conflict is likely to arise, suchthatreadersinterestedinthisapproachcanusetheconcepttotheiradvantage.

II. PRINCIPAL CONCEPTS IN

INSTRUMENTALTHEORY2.1. TheRabardelapproach

One of the Rabardel central conceptsconcerns the instrument, tool or technicalobject, this being long the subject ofconsiderable interest on the part of thescientific community. According to

Rabardel, the concept generally involvestwo different facets: the one centred uponthe intended function of the instrument intheactivityand theothercentredupon theactivityitself.

Simondon [4] illustrates this firstperspective. Simondon established adistinction between instrument and tool.The instrument serves to draw uponinformation while the tool serves to carryoutanaction(p.80).Thesetwodimensionscorrespond with what he called thetechnical object. Although taking it in abroader perspective intending to addressthe relationship between man and hissocio‐technical environment, he consideredthat the technical object is always orientedtowardstheaccomplishmentofaparticularfunction. He notes: “the beginning of themediation between the organism and itsenvironment”, which heralds the arrival ofbiologicalmetaphor to explain the conceptof instrument. Running counter to this,Guillaume and Meyerson [5], offered aconcept of the instrument centred uponactivity.Theyillustratedtheirconceptionofthe instrument by analysing the use thatmonkeys make of instruments in theiractivities.Whatwasimportantinthislattercontext was what the subject did with theinstrument and the active power that itconferredupon themonkeyconcerned.Forthem, the instrument was an intermediarybetweenthesubjectandtheworldwhereasfor Simondon this intermediation existedbetweentheorganismanditsenvironment.

Wallon [6] compared the humaninstrument with that of the monkeys. Hewrote taking the perspective of aninstrumentcentreduponanactivity,with,inaddition, the idea that the instrumentenables the accumulated experience to becapitalised upon. That renders theinstrument not only an intermediary, butalso an experience and a capitalisedknowledge. This perspective is alsodeveloped by Vygotski and above allLeontiev in their theory of activity. Thefundamental aspect to draw from thisconceptualisationoftheinstrumentisthatit(the instrument)hasno significanceexceptinrelationtothesubject,asubjectengagedintheprocessofproducinganactivity.


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That is the reason why Rabardelproposedadistinctionbetweenartefactandinstrument. The artefact is a man‐made,materialobject:“inanthropology,thenotionof artefact designates anything that hasundergone a transformation, howeverminimal, of human origin” (p. 39 of thetranslation), whereas an instrumentdesignates “the artefact in situation,inscribed in usage, in an instrumentalrelation of action to subject as a means ofthe action” (p. 39 of translation). Theinstrument is thus the result of theutilisationofatool[7].Onecanthussaythatthe tool is itself an artefact, and that theterm instrument can be used to establishthe artefact as a means of realising theactivityofthesubject.Henceitisthesubjectwhoconfersupon theartefact thestatusofinstrument.

Another fundamental dimension inRabardel’s conceptualisation of theinstrument is that it cannot be reducedsolely to its material nature: the technicalobject in the Simondon [6] sense of theterm. Thus the symbols, the signs, thelanguage and all the intellectualconstructions are also instruments, fromwhence comes a second,symbolicnaturewhich it may take on. In effect, in hisconceptualisation of an extendedinstrumental theory, Rabardel [8]considered only that the representation of

the instrument should not be limited to aparticular type of instrument like technicalorpsychologicaltoolsinthesenseemployedby Vygotski. In this way all constructedmaterial or symbolic objects are artefactsandbecomeinstrumentsininteractionwithasubject.

Thus the instrument is considered ascombinationofattributesinoneentity,withtwo facets relating to subject and artefact.Andyetmore important, this entity relatesalso to the subject and society becauseevery instrument has an eminently socialdimension.Themodeofoperationorusageemployed by the subject or communityrefersbacktoanothercriticalcomponentofRabardel’s theory, that of instrumentalgenesis. This results from the dynamics ofthe subject’s activity and incorporates twoprocesses: (a) ‐On theonehand,aprocessof transformation of the artefact in anactivitysituationisasmuchamatterofits structure as its functioning ‐ it isinstrumentalisation which connects theattribution of a function to the artefact onthe part of the subject. (b) On the other,there is the transformation of the subjecthimself at the cognitive level: this isinstrumentation, which consists of theadaptationofthesubject’sknowledgetotheartefact or in the creation of newknowledge.

Fig.1Theconceptsofartefact,instrumentandinstrumentalgenesis.


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These two processes are jointlyinvolved in a reciprocal, two‐wayrelationship. They represent twoinseparable dimensions of instrumentalgenesis.

To synthesise, it is held thatconstructed cultural objects, be theymaterial or symbolic, possess identicalcharacteristicsofwhichartefactsaremade.Whenever a subject interacts with anartefact,aninstrumentemergesfollowingaphenomenon of instrumental genesis,composed of a process running from theartefact towards the subject (which isinstrumentation) and a process runningfrom the subject towards the artefact(whichisinstrumentalisation)(cf.fig.1).2.2. Applicationtolearningandteaching

situationsThe extension of instrumental theory

tosymbolicobjectsasproposedbyRabardelprovides the opportunity to considerknowledgeintheprocessofbeingacquiredin learningandteachingsituationsasmuchas theartefacts themselves [9]. Inall cases,these artefacts need to be sub‐divided intodidactical artefact andpedagogical artefact.Everyonewritinginthefieldofinstrumentaltheory has to specify that the termdidactical is used in a sense far removedfrom its everyday sense. Here, didactical isneither to be understood in the sense ofteaching method, a technical means or aparticular pedagogy, nor as the art ofteaching….butratherinthesenseofcontent[10].InfactforBrun[11]theredefinitionofthetermdidacticalcontainsawillingnesstorefocus upon the importance of teachingcontent. It is felt that thisbrief clarificationis warranted to resolve any misunderstandingbetweenthetermspedagogyanddidacticsasthedistinctionisnotalwaysimmediatelyobvious.

Didactical artefact is thus the termused here for all the disciplinary contentwhich needs to be learned in order tobecomeaninstrumentoftheonemasteringit.Apedagogical artefact isdefinedhereasbeing like the formalism for representationand/or the disciplinary contentpresentation scenario appropriate to itsteaching. Formalism for representation is

taken here tomean the semiotic processesof thedesignationof thedidacticalartefact,andpresentationscenario is taken tomeanthe presentation of the didactical artefact,alsocalledpedagogicalscenario[12].

In distinguishing a didactical and apedagogical artefactual dimension withinknowledge taught, this paper makes thesamesortofdistinctionasdoesPeraya[13],forwhom,eachtimesomethingistaught,hesees it as being taught within asemiopragmaticcontext,whichunderstandsthe signifiers essential to its formulation,and which are situated in a discourseoriented towards the appropriation by thelearneroftheparticularobjectbeingtaught.

Duval [14] also himself makes adistinctionbetweentwoaspectsofthesameelement of knowledge. He calls it noesis, aterm which he borrowed from Plato andAristotle, taken to mean the cognitive actslike the conceptual understanding of anobject,discriminationofadifferenceor theunderstanding of an inference, and heindicates by semiosis the production of asemiotic representation. In the field oflinguistics, this conception correspondsrespectively to the signified and thesignifier. The nature of expression is builtupon that raft of signifiers, i.e. that of theformandnatureofthatwhichissignifiedascontent[15].

Two families of artefacts are thuspresent,onebeing theknowledgeordainedby the situation, and the other thediscursive setting for learning. In order forone element of knowledge to be effectivelyacquired by the learner so that, together,theyinteractasaninstrument,itisessentialthat the learner takes on board both thedidactical understanding (content) and thepedagogical (the formalism forrepresentation and/or the presentationscenario).Wereonetoriskananalogyhere:wheresomewouldseewater,othersinfactsee one atom of Oxygen and two atoms ofHydrogen which together constitute amoleculeofwater.

A fundamental principle is thusproposedherethateverydidacticalobjectisassociated to a pedagogical object in ateaching situation. Each of these objects,considered like an artefact, must be


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instrumentalisedandinstrumentedsuitablyby the subject, i.e. that two concomitantphenomenaofinstrumentalgenesishavetobeinoperation.Toputthisanotherway,thelearner has to attribute the right functionsattimestothecontentandtoitsformalismfor representation and he must also adapthis knowledge and apply it at times to thecontent and its formalism forrepresentation.

In order to illustrate this didacticaland pedagogical duality relating toassociated artefacts the example of themultiplication may be used. Tohelp theinstrumentalisationof thisdidactical objectone has to typically resort to twoformalisms. The first consists in writing inlines and columns the list of results to berecorded (cf. fig. 2a). The second ispresented in the form of a double‐entrytable(cf.fig.2b).

Fig.2Formalismsforpresentingmultiplicationtables.

Thus there are the two objects: theonedidactical ‐ multiplication, the otherpedagogical ‐ be it writing in lines or thedouble‐entry table, which have to bemasteredby the pupil at somepoint in hisschooling. The didactical artefact canfunctionverywellwithoneorotherof thepedagogicalartefacts,andreciprocally,eachof the pedagogical artefacts can functionverywellwithout thedidacticalartefact, asis thecasewhenwritingon lines isusedtorepresent the results of other calculations,likeaddition,forexample,orwhenthistypeoftableservestorepresentacalendarwithwhichnurseryschoolchildrenarefamiliar.

Inordertocompletethematterofthe

distinction between didactical andpedagogical artefact, it is interesting toreflect upon the follow‐up to Duval’s workwhich was considered above, whichdescribes the existence of two postures inthe learning of Mathematics: one being ofdissociation and the other of non‐dissociation. The first posture,corresponding to the distinction alreadymade between didactical and pedagogicalartefact, makes the distinction betweenmathematical objects, being numbers,functions, straight lines, graphs etc, and

their representation, an indispensablecondition for better learning. Whatmatters is more the object representedrather than the style or form for itsrepresentation, the latterbeingonly ever ameansofcommunicationoftheobject.Thispointofviewpostulatesthatthe factofnotdistinguishing the content from form leadsinthe longtermtoa lossofunderstanding.Therepresentationofmathematicalobjectshere is then secondary and constitutes aproperty extrinsic to cognition and theconceptualappreciationoftheseobjects.

The second posture is that of non‐dissociation between noesis and semiosis.The field of Mathematics could constitutethe primary domain where semioticrepresentations are indivisible from theobjects represented because the possibilityof carrying out applications uponmathematicalobjectscoulddependdirectlyuponthesemioticsystemofrepresentationutilised. The analysis of problems in thelearning of Mathematics and of thestumbling blocks students regularly comeupagainstsuggests thatnon‐dissociation isa fundamental law in cognitive functioning.Not only does semiotic representationserveasameansofcommunication,butit is also indispensable to activity in


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Mathematics. It is, from this point of view,an intrinsic property of mathematicalobjects.2.3. Towards a theory of instrumental

conflictThe didactical and pedagogical

traditions which have arisen owing to thelaws and regulations of teaching andconsequently since the industrialisation ofteaching [16] have progressivelydetermined how the majority of contentshould be presented in order for it to beassimilated by the greatest number oflearners.Itisafactthatthesetraditionsarenotalwaysagreathelpwhenonewishestointroduce ICT into a learning and teachingsituation.

In fact, things get even morecomplicated when didactical andpedagogical artefacts are associated withtechnical artefacts.Forexample,a softwarewhich teachesmultiplication in elementaryschool is a technical artefact, which, tobecome a technical instrument has tobecome a learning object which, in turn,depends upon the instrumentalisation andinstrumentationoftheuser.Butasmuchasitmaybea technicalartefact, thisVLEalsobrings into play the aforementioneddidactical and pedagogical artefacts,which,in their turn, have to be suitablyinstrumentalisedandinstrumentedinorderto become real instruments. That whichPeraya [13] terms techno‐semio‐pragmaticappears similar towhat is referred to hereas an overlay of three artefactual layers:

didactical,pedagogicalandtechnical.(cf. fig3).

Thus, the introduction of a technicalsystem may provoke a disturbance of thebalance between didactical andpedagogical artefacts, to the extent thatthe formalisms representation and/or therepresentation scenarios which werepertinent beforehand are found no longerusable. These disturbances to equilibriummay be termed instrumental conflicts,suggesting that the processes ofinstrumentalisation and instrumentation ofthe various artefacts in question caninterferewitheachother.

In an instrumented teaching andlearningsituation,thelearner‐subjectisnotonlyaphysical, cognitiveorsocialentity ininteraction with a technical system, he isequally a subject who is intentionallyengagedintheundertakingofhistasks[16].Intherealisationofthesetasks,thelearnercarries out activities which can be bothproductive and constructive, to the extentthat thesubjectproducesaresponse to thesituation and where the task concernedconfers upon him an additional cognitivedevelopment. Each time one introduces atechnicalsystem,onetakestheriskthatthedifferentlevelsofinstrumentalgenesismayinterferewithoneanother anddeprive thelearnerattimesofthepossibilitytorespondto the situation and of constructing thedidactical instrument as envisaged in theparticularsituation.

Fig.3Relationshipofartefactsassourcesofinstrumentalconflict


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It is in this combination and usagethat learner‐users make of didactical,pedagogicaland technicalartefacts that theoptimisation and efficiency of learneractivity comes about, be it productive orconstructiveandthehypothesisisadvancedhere that failure toproduce theanticipatedresponses results fromwhatmaybe calledinstrumental conflict, in other words, theunfortunate association between oneorseveralartefactswhichproducesafailureintheinstrumentalgenesisofatleastoneofthethreeartefacts.

III. IT‐BASED DIDACTICAL AND

PEDAGOGICAL OBJECTS IN THETEACHINGOFMATHEMATICSA significant portion of VLEs have

been developed by ICT specialists with a

view to autonomous learning with the

benefit of pre‐existing knowledge or

competencies [17]. VLE designers not

necessarily being teachers or specialist

trainersintutoringlearners,thequestionof

the integration and adaptation of these

technical artefacts to classic teaching and

trainingpracticescannotfailtobeposed.

Thisquestionisasmuch, ifnotmore,

important than the conception of learning

objects,whichinthepresentcontextof ICT

development coversmatters which run far

beyond the realm of pedagogical

engineering. In effect, it is all about

normalisingteachingcontentinordertobe

abletoorganiseitbyfunctionrelatingtothe

intended learning objectives, given VLE

functionalities, the language in which they

are presented, the area of knowledge they

address,etc.Thispaperholdstothelogicof

conceptionand representationofdidactical

andpedagogicalobjects.

Mathematics is the school discipline

areawhere the introduction of VLEs is the

most evident, from the very inception of

which one often finds a quite animated

discourse [18]. According to Guin and

Trouche [19], this discourse draws its

legitimacyfromPiaget’sconstructivismand

isinfactcharacterisedbyatwinillusion:(a)

That of a naturally positive contribution to

learning:theenvironmentallowsonetosee

and therefore to understand. (b) That of a

naturally positive contribution to teaching:

thisillusionisbasedupontheprinciplethat

theintroductionofaVLEresultsinreducing

the cognitive loading upon learners in the

resolution of mathematical problems. In

effect, thecomputerisedartefactswouldlift

the technical operations off the learners’

shoulders and thereby allow them to focus

uponthemathematicalobjects.

FortheITspecialists,puttinginplace

a training structure canbeachievedby the

successive addition of ‘digital building

blocks’ofdifferent shapesandsizes,which

can vary from a simple document right

through to an entire training programme.

This vision arises from the engineering of

pedagogical objects based upon an object‐

centred approach, also used in the

developmentofsoftware.Whatisimportant

in thisconception is the internalcoherence

of the technical artefacts operating in the

learning context. But in the particular

context here technical artefacts constitute

the third element, giving rise to the

emergence of instrumental conflicts. What,

then, does the didactical object actually

signify for Mathematics teachers and the

pedagogicalobjectforcomputerspecialists?

3.1 Computerised didactical objects asviewedbyteachersofMathematics

A study of the usage of Dérive

1 software programme by Lagrange and

Drouhard[20]hasshownthatthepupilsdid

not automatically manage the transition

from the technical to the conceptual and

that they did not directly access the

didactical objects which could be

manipulatedbythesoftware.Inreality,this

process did not work to solve every

problem and its operation could only be

technical because resorting to Dérive did

1 Thissoftwareprogrammeisjustpartofthepanoplyof digital calculation programmes. The originality ofDérive lies in the fact that it was conceived as thesystemcoveringthebroadestpossiblerangeofformalcalculus. It did not really address a specific teachingneed.


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not mean by its very use that a better

explanationofprocesseswouldbeachieved.

From this observation Artigue [18]

deduced the existence of two phenomena,

that of double‐reference and pseudo‐

transparency, in order to explain the

integrationcomplexityofaVLE,inthiscase

Dérive, in the context of teaching and

learninginMathematics.

3.1.1 Doublereference

The situations observed by

Lagrange and Drouhard[20] occurred in

two environments: that of the software

programme and that of paper‐pencil and

consistedoffactorisationsofthepolynomial

Xn‐1andoftrigonometricalcalculation.The

phenomenon of double reference thus

arises from a confrontation of the

traditional environment, paper‐pencil, and

thatofDérive[19].

Artigue[18]thustakesaccountofthe

rational factorisation of the polynomial in

the penultimate year of highschool: “In the

paper/pencil environment the factorisation

of the polynomial is linked, at this

educationallevel,toresearchintorealroots

[…], to techniques of polynomial division

[…]. Dérive’s algorithm in the internal

workings of the machine worked by

intermediary factorisations in Z/pZ.

Evidently these two levels were not

accessible to these 17 year old pupils,

because Dérive was to function as a ‘black

box’ producer of various results which

would be valid a priori” (p. 20). In reality,

the fact that the technical system was

similar to a ‘black box’ is not unusual. For

example,whenpupilsuseacalculator, they

donothaveaccess to theway inwhichthe

machine does its calculations. The

difference between the factorisation of

polynomials situation and that of doing

simple calculations with a basic calculator

liesessentiallyinthedifferenceindegreeof

complexity, which is determined by the

teacher.

The author shows that in this case

there are two possible interpretations: one

that for the pupils it is a case of bringing

forward ideasof factorisation in the classic

paperpencilmodelwith the help of Dérive,

and the other in which the pupils would

produce results of factorisation coming

from Dérive. In both cases, the pupils

encounter difficulties. These difficulties

result from the computer transposition as

Balacheff [21], expressed it, and from

constraints associatedwith sucha transfer.

Thiswillbeaddressedfurtherlater.

The second observation relates to

trigonometric calculus with the help of

Dérive. It resulted in the same conclusions

beingdrawn according towhichpupils are

confronted with simplification difficulties

withthesoftwareprogramme.Althoughthe

simplifications that Dérive enables are

based upon the formulae of classical

trigonometry, not least there remains the

problem that Dérive’s simplifications are

difficulttoputintopractice.

Itwould appear tobe very clear that

theintegrationofaVLEinlearningdoesnot

make any easier or better teaching and

learning situations in mathematics, as the

proponents of this discourse would

suggest. On the contrary, the computer

transposition often comes with constraints

which can constitute real handicaps to

learning.Theseconstraintsthusweakenthe

mediationcapacityofthetechnicalartefact.

Under these conditions the software

programme no longer plays its role in

epistemological mediation such that

achieving the didactical objective (in this

case the cognitive mathematical objective)

isnolongerpossible.

In her thesis concerning the

integration of spreadsheets in algebraic

calculations, Haspékian [22] cites evidence

of the difficulty teachers have in moving

from the traditional paper/pencil

environment to the electronic spreadsheet.

The difficulty lay in integrating a toolwith

such variable functions as this. She

introduced the notion of instrumental

distance which she summed up as “the

stronger the degree of instrumentation


1‐36

when compared with the traditional

reference environment (paper/pencil), i.e.

the greater the distance from ‘habitual

scholarly practice’, the more the tool will

seem difficult to grasp” (p. 296). She

demonstrated that in such a situation, a

teacherwhoisnotanexpertuserofthetool

canpresentanadditionalcomplexitytothe

organisation and management of teaching,

becausetheintroductionofthespreadsheet,

as in this case, implies that new teaching

andlearningpracticesbeputinplacewhich

take full account of the constraints and

propertiesofthespreadsheet.

Itiscrucialtoassertthatinstrumental

distance as measured by the greater or

lesserdegreeofdifficulty in integrating the

spreadsheetmay be translated as the term

instrumental conflict used herein, as the

notion of difficulty makes reference to the

problematic combining of didactical,

pedagogical and technical instruments. In

effect the use of spreadsheets implies the

introduction within the teaching and

learning system of new objects, of a new

representation, of new functions and

significance, thus new symbolisms. The

period necessary to master these new

capacities is inevitably going to be one of

upset and tension:oneofdisequilibrium in

theteachingandlearningprocess.

The double reference appears very

similar to the fact that didactical objects

suchasdefinedbyteachersaccordingtothe

postureofnon‐dissociationbetweennoesis

andsemiosisaretransposedbythestudent:

such as paper‐pencil for the VLE. The fact

even that the notion of double reference

should be necessary to explain usage

difficulties encountered by students

demonstrates the consequences of

nondissociationwheneverdidacticalobjects

arecomputerised.

3.1.2Pseudo‐transparency

In order to provide an illustration of

the notion of pseudo‐transparency an

exampledrawn from theworkofGuin and

Trouche [19]will be adopted, as borrowed

from Artigue [18]. He defined this

phenomenon as the gap between what is

written by the student and that which is

shown on the screen: “to enter (a+2)/5,

certain pupils, having correctly added the

pair of brackets around the (a+2), were

astonishedto findtheirscreenshowingthe

data without brackets and asked if what

they had done was right or not. The

appearance and disappearance of brackets

seemed, to some of the students, to be

playing a rather mysterious game which

they little understood such that they could

notworkoutwhatbracketsweresupposed

tobeabout”.(p.64)

Artigue[18]pointsoutthattheDérive

interfacedidnotatastrokeenablestudents

to alter the length of the line between the

upper and lower elements of a fraction

which they coulddo all too easily byhand.

And yet this information is necessary as it

allowsstudentstoknowwherethelineina

fraction should go. There is in this a

constraint linked to the fact that the

keyboard only provides for one keystroke

for division. There is unarguably a

discrepancy produced by the transition to

computerbetweenthetraditionaldidactical

object and the computerised didactical

object: this is the phenomenon of pseudo‐

transparency.

This situation represents an obstacle

to the identification of mathematical

symbols whose function is precisely to

enablepupilstodeveloptheircapabilities

inMathematics.Thelackofthefacilitytobe

able toproduce these lineswith theDérive

software programme is an example of a

situationinwhichtheintroductionofaVLE

is responsible for introducing a

disequilibrium in the learning process. As

symbolic representations, the lines in a

fraction, which here are taken as

pedagogical objects, only have one role,

which is to assist in the resolution of the

mathematical problem. They are also a

means of more clearly identifying a

mathematical object critical to

conceptualisation [23]. This aspect is very


1‐37

muchinlinewithacasewhichinthefieldof

conceptual theory, Vergnaud [23]

considered as a rupture of cognitive

development. This research, however,

considers such a disequilibrium caused by

the Dérive environment as being

instrumentalconflict,asthefailureinthe

implementation of the pedagogical artefact

andthelinebetweenthetwocomponentsof

a fraction act against the pupil’s way of

workingandthuspreventhimfromcoming

to an understanding or of appreciating

significance,i.e.fromthedidacticalartefact.

Thisexampleofpseudo‐transparency

provides the opportunity to confirm the

existence of a semiotic non‐conformity

between the traditional and VLE

environment. The fact that showing

brackets was simply not possible on the

Dérive interfaceor that thekeyboardcould

notbegivenspecific functionsenablingthe

writing of differentiated signs of lines duly

adapted to a perfect and complete

representationofthemathematicalcontents

ofdivisionservedtodisturbthemajorityof

pupils. Such ambiguities could also arise

withouttheuseofacomputer,buttheyare

normallywelldealtwithbyteacherswho

canmosteasilyresolvethedisequilibrium

between the formalisms of representation,

thatistosaybetweenthesemioticregisters

andcognitiveobjects.Dériveherecreatesa

disequilibrium which concerns the

pedagogicalartefact(inthiscasethelinein

the fraction or division) and thus the

formalism of representation of the

didactical artefact which can also create

difficulties for the teacher without good

anticipationonhispart.

It would seem that, beyond the

perspective offered by Artigue [18] in

proposing this notion of pseudo‐

transparency as ameans to study semiotic

non‐conformity between the traditional

paper‐pencil context and thatof aVLE in a

transposition to a computerised situation,

the real problem is to take account of

the possible deformation of didactical

objects as it arises from the use of

technologynomatterhowwellconceivedit

mayhavebeen.

3.2. ComputerizedpedagogicalobjectsasviewedbycomputerspecialistsItisinterestingtonotethatcomputer

specialists’ thinking regarding pedagogicalobjects emerged at the same time as theadvent of VLEs. The term pedagogicalobject, synonym of learning object, onlymakes sense in relation to the latter. Thisobject‐oriented approachhas gone throughthree successive phases, which werecrystallised in norms: LOM [24], SCORM[25] and EML [26]. It should be recalledbeforemovingonthatthesethreemodelsofpedagogical artefact correspond to threedrivers (respectively economic, technicalandpedagogical)whichpresideoverobjectconceptualisation. Moreover, whatcomputer specialists call objects are inreality artefacts in asmuchas they arenotembodiedinaVLEandininteractionwithauserlearner, they remain symbolicconstructionsfixedbydigitalprocesses.

Pernin [27] highlights the lack ofconsensus as to the definition of apedagogical object, and this despite thedefinition given to it by the work groupIEEE‐Learning Technology StandardsCommittee.IneffectfortheIEEE‐LTSCa pedagogical/learning object is defined as“any entity, digital or otherwise,which canbe used or referenced in training providedby a means of technological support”.Lookedatmoreclosely,thedefinitionwhichcomputerspecialistsgiveofthepedagogicalobjectisnottoofarfromthis.ForDavid[28]a pedagogical object is a digital documentallowing the learner to get engaged in anautonomous learning activity regardless ofthecontextofobjectutilisation.Putanotherway, it has to be reusable in all learningcontexts.

But in order for a digital object tostakeaclaimtobeingapedagogicalobject,its conception has to integrate therecommendations of pedagogical activity.The model object to which he makesreference is that which complies with theLOM norm specifications, the structure ofwhich isbasedupon four levelscomprisingthe course, the lesson, the curriculum and


1‐38

the media. This latter component issupposed to enable a replication of thegranular structure in all technologicallearning environments. What is central tothe conception of this model is itscharacteristicofreusability. It isverymucha vision which gave rise to the concept ofthe inter‐operability of VLEs, according towhichdigitalresourceshavetobeabletobecompatible with the technical structureswhere they are likely tobe used.However,theLOMmodelhasnotenabledconvenientand ‘universal’ inter‐operability to beachieved.

Another very computing‐basedconceptionoftheconceptofthepedagogicalobject is provided by Contamines, GeorgeandHotte [7]. Itmustbeborne inmindallthe time that theseauthorsdidnotuse theterm pedagogical object but that ofeducational resource, covering a greatvariety of learning objects. Beyond theindisputablerelevanceandinterestthatcanbeaccordedtotheirwork, it isnolesswellfounded than the meaning ‐ of the restborrowed fromKlassen [29] focusinguponfourpoints‐whichtheygivetopedagogicalobjects, which serves to increase theconfusion which reigns around thedefinition of pedagogical objects. For them,aneducationalresourceisan‘atomic’entity,avideocliporawebpageforexample.Itisalso of a composite nature and refers to anon‐dissociable whole (didacticalmultimedia) or an assembly of learningobjects (p. 161). It is appropriate to notethat this ambiguity concerning pedagogicalobjects can on the part of learnersthemselves lead to a situation in whichthey have altogether different ideas ofwhatconstitutesapedagogicalobject.

If the construction of the LOMmodelhasnotofferedmuchsatisfactioninrespectof its own expected constituted functions,thatistosaythereutilisationofpedagogicalobjects in all VLEs, one can neverthelessrecognisethattheSCORMmodelrepresentsprogress in the computing conception ofpedagogicalobjects. ItconcernsamodelbyPernin [27] composed of three well‐identified levels: (a) The first is that of thebasic digital resource, such as an image:JPEG or GIF, a WAV or MP3 sound file, a

Webpageetc.(b)Thesecondlevelistermedintermediary. It constitutes of a coherentgrouping of basic digital resources capableof being shared amongst learners on adistance learningplatform.At this level thesystemallowscontrolofthecarryingoutoflearning activities. It makes possible theprovision of information on resourcesutilisationand thecarryingoutofactivitieson the platform by the key players. (c)Thethirdlevelisthatofthebringingtogetherofthe content. This provides a coherentstructuring of content at the core of anentitydeemedofhigherlevel, likeacourse,chapterormodule.

TheLOMandSCORMmodels,letitberemembered, serve to facilitate theorientation and indexation of pedagogicalobjects, andprecisely apply this roleof thepedagogical object to very diverse entities.Theprincipalconsequenceofthisisthatonecannot discern between a pedagogicalobjectandadidacticalobject,suchthatthisresearch is left to attempt to do it byseparating that which relates to thedisciplinary content taught from theformalismofrepresentationorpresentationfor teaching purposes. This lack ofdiscernmentwould appear to reside in thefact that the central aspect of the object‐orientedapproachrelies lessuponlearningactivity than upon computing artefacts. Ineffect, these models consider elementaryartefacts to be just as much pedagogicalobjects (although they are located atdifferentlevels),suchasimages,webpages,content structures, courses, lessons andmodules. Yet it would seem necessary tomake a distinction between pedagogicalartefacts which can be considered asscenarios and formalisms which serve topresent the didactical artefacts which arethecontentsoflearning.

IV. RELEVANCE OF THE CONCEPT OF

INSTRUMENTALCONFLICTThe concept of instrumental conflict

drawsitsrelevancefromthegeneralisation

oftheuseofICTinteaching.As ithasbeen

notedearlierinthispaper,theintroduction

ofaVLEmightdisturbtheveryequilibrium

ofaclassicalteachingsituation,inwhichthe

didactical artefacts can be conveniently


1‐39

combined with their pedagogical artefacts,

so that they can be instrumentalised and

instrumented by the learners, and so that

they thus become socially useful

instruments. But the evidence provided

herein would seem to indicate clearly that

thetwoscientificcommunitiesinterestedin

ICT in teaching are coming up against

difficulties in identifying didactical objects

and pedagogic objects when they are in

computerisedform.

4.1. Further notions concerning relatedobjectsFor teachers of mathematics, the

notions of double‐reference and

pseudotransparencytakeaccountofthefact

that accessible didactical objects in some

software programmes do not always work

for their pupils whether it be relating to

their paper‐pencil representation or in

accommodatingtheconstraints imposedby

the user‐interface. From an instrumental

perspective, the difficulties encountered by

pupilsareaninadequacyinthecombination

of didactical artefacts which are the

mathematical objects and pedagogical

objects, i.e. their formalisation by

mathematical signs in a computerised

environment.Althoughitisalwaysusefulto

represent mathematical objects by several

semiotic systems, what is clear from the

classicalformofteachingcanrevealitselfto

bethatmuchmoredifficult,evenimpossible

whenatechnicalartefactisintroduced.

For computer specialists, the notions

of granularity and inter‐operability enable

the LOM and SCORM indexation norms to

dealwiththevarietyofpedagogicalobjects

thattheywouldseektodescribe,butalsoto

conceptualise the difficulty brought about

bytheabsenceofadistinctionbetweenthe

pedagogical object as such and its

integration within a technical system.

Everything happens as if (and this would

seembothaccurateandtobethenorm)the

mathematics teachers could not easily

computerise certain of their didactical

objectives, for lack of ability to

conceptualise the dissociation between the

taught content and its formalism of

representation or its presentation for

teaching purposes, and as if the computer

specialists could not suitably put

pedagogicalobjectsintoateachingmodeby

reason of also not being able to make the

samedistinction.

Fig.4Distinctionbetweendidactical,pedagogicalandtechnicalobjectsaccordingtoexisting

approaches.


1‐40

Inaway,teachersofmathematicsand

the computer‐specialists are giving two

differentnamestothesameobjectsandare

inneedoffurtherobjectstoaccountforthe

difficulties posed by their respective

nomenclatures (cf. fig 4). Instrumental

theory and the separation that has been

introducedherebetweendidacticalobjects,

pedagogical objects and technical objects

providestheopportunitytounifythesetwo

conceptions of the integration of ICT in

teaching.

The distinction between didactical

objects, pedagogical objects and technical

objects is not just an exercise in rhetoric

which will depend upon conceptual

common ground between the teaching of

mathematicsandcomputersscienceapplied

toVLEs. In fact, if the termobjecthasbeen

used here for the purpose of clarity, it is

importanttospecifythattheseobjects,from

an instrumental perspective, are, in reality,

artefacts which become instruments in

interactionwithasubject.Moreover,itis

the simultaneous instrumental genesis of

these types of artefact which can cause

difficulty, difficultieswhich here have been

termedinstrumentalconflict.

4.2. Usefulness in distance learning andpedagogicalengineeringThe concept of instrumental conflict

wouldappeartobeusefulintheanalysisof

currentdevelopmentsindistanceeducation

althoughtheactionmodalitiesaredifferent

from the classic classroom teaching one,

even with a VLE included. In fact, in the

foregoing, and equally in the conception of

mathematics teaching as in the object‐

orientedapproach,ithasbeenseenthatthe

computerisationof learningandteaching is

determined more by the objects of

knowledgethanbylearningactivity.

In the field of distance education the

activities have a central place. This change

inperspectivecallsindisputablyforanother

approach to the conceptualisation of

artefacts operating in various situations.

For example, the EML (Educational

Modelling Language) developed by Kopper

[26,30]whichisattheoriginoftheIMSLD2

[31] presents a real leap forward in the

pedagogical realm when compared to the

LOM and SCORM models already

addressed above. This language for

pedagogical modelling identifies several

typesofactivityamongstwhicharelearning

activities, student support activities and

instrumentationactivities[27].

This refocusing upon the activity is

becomingcommonwhiledesigningdistance

learning platforms. The majority of VLE

platforms draw upon a representation of

learner function or teaching model, the

object of which is to enable isolated

learners, because they are operating at

distance, to get on effectively with their

learning activities [32]. This effectiveness

naturally depends upon the support to

which they are entitled, but also and,

perhapsaboveall,upon thecombinationof

didactical and pedagogical artefacts which,

after a certain fashion, are seeking a

pedagogical engineering approach. The

concept of instrumental conflict can at this

point be put to the service of practices in

pedagogical engineering which have been

developed in 2 IMSLD: Instructional

Management System Learning Design.

distance education [33] and contribute to

the attainment of specific pedagogical

objectives, notably in its capacity of

accounting for the imperfection of

associationsbetweenartefacts.

The concept of instrumental conflict

canalsobecalleduponintheevaluationof

the introduction of ICT in the practice of

teaching and learning. In fact, the recourse

to computer‐based solutions in the context

of pedagogical innovation has often been

accompanied by a fierce and impassioned

discourse more typical of the political or

economicspheresthanthepedagogical.Asa

result, it isnotatallunusualthatthereisa

gap between the expected benefit of the

introduction of these computer‐based

2 IMSLD:InstructionalManagementSystemLearningDesign


1‐41

artefacts and the actual impact in teaching

andlearningsituations.Havingaconceptof

instrumental conflict enables the review of

possible inadequacy in the articulation of

didactical, pedagogical and technical

artefactswhere ICTis involved. Inenabling

the failure of instrumental genesis to be

identified, this concept offers the

opportunity for the adjustment of one or

more of the artefacts concerned in such a

way as to ensure their harmonisationwith

thelearningoutcomesdesired.

V. DISCUSSIONAlthough it is agreed with De Vries

andBaillé[34]thatbringingtogetherother

existing theory can offer support to the

concepts of VLEs and describe the

mechanics of learning in action, this paper

has attempted to demonstrate the value of

reflectingupontheconceptof instrumental

conflict in order to explain certain

dysfunctions in computer‐based teaching

andlearningsituations,andinsodoing,has

tried to help avoid user problems in a

distance learning pedagogical engineering

approach.

Instrumental conflict only applies in

the case of instrumental theory, the

principal elements thereofbeing addressed

herein,andidentifiesinterferencesbetween

the simultaneous processes of the

instrumental genesis of didactical

artefacts(disciplinarycontent),pedagogical

artefacts(formalismsofrepresentationand

presentation scenarios) and technical

artefacts (VLEs, platforms). The main

argument, which is singled out from prior

analyses of computer‐based teaching and

learning situations, lies in the explicit

distinction between the three families of

objects which can bring about an

instrumental conflict in many possible

forms.

The first of thesemanifestations and

without doubt the most usual is what has

been termed a rupture in the equilibrium

between a classical situation and an

instrumented one. This happens when

combinations of didactical and pedagogical

artefacts, tried and tested by academic

tradition,findthemselvesnolongertobe

properly instrumentalised and

instrumentedonceembodied in a technical

system.Thiscancomeabouteachandevery

time that the disciplinary content is

deliveredwithinaVLEwithoutmodification

beingmadetoitspresentationformatorits

role in learning. How many supposed e‐

learning solutions turn out to be barely

disguisedslidesorphotocopiesreformatted

forthemenusystems?Nomatterhowmuch

care has gone into the taught content, the

computerisation of such matters requires

that the learning and teaching scenario be

adapted, inorder that it canworkwith the

constraints imposed by the system. In the

absenceofsuchprecautions,theadditionof

a technical artefactual layer to a relevant

combination of didactical and pedagogical

artefacts is bound to lead to instrumental

conflict. This is what Lagrange and

Drouhard [20] identified in their research

intotheuseoftheDériveteachingsoftware,

althoughtheydidn’tcallitthis.

The second type of manifestation of

instrumental conflict corresponds with

what can be observed when disciplinary

contenthasnotbeensuitablyadaptedtothe

genericapplicationwhichdiffusesit.Thisis

the case, andunhappily it is not altogether

rare, when a distance education platform

notonlyimposesitsownfunctionalities,but

also forces a particular pedagogical

scenario.Ineffect,acertainnumberofLMS

(Learning Management Systems) are built

aroundmodes of organisation of pedagogy

whichdonotsuitallacademicdisciplinesor

all professional training contexts. These

modes of organisation of pedagogy cover a

broad range, which extends from the

downloadingoffilestoprintandbereadin

complete seclusion to systems of

collaborative learning with tutor support

and computer sessions. Neither these

extremesnor thepossibilities betweenare,

apriori,goodorbad.Theycanbecomeone

ortheotherdependinguponthefunctioning


1‐42

of the content presented when they fail to

accommodate the nature of the teaching

concept and the learning vehicle provided

bytheplatform.

The third and final manifestation of

instrumental conflict comes about when a

technical system dedicated to a family of

didacticalobjectsisinappropriatelyusedby

the learner or the trainer. In this instance,

neither the contents involved nor the VLE

functionalities are to blame, but rather the

pedagogical expertise of the teacher. This

happens, for example, when teachers are

deliveringsessionsondynamicgeometryin

relyinguponscenariosdevelopedforpaper‐

pencilgeometry.Indoingthis,pupilscannot

access the properties of the geometric

objects that the softwareemphasises, since

it is precisely these properties that are not

updatedinthesamewayinrelationtohow

the software is used or how one produces

figuresbyhand.

From the moment that one of the

didactical,pedagogicalortechnicalartefacts

isnot inplace, or, toput it anotherway, is

not in harmony with the two others, the

processes of instrumentalisation and

instrumentation necessary for the

construction of knowledge risks becoming

theobjectofinstrumentalconflict.

This represents the sum total of the

knowledgearisingfromthisresearchwhich

can be passed on and applied to the

computer‐based teaching and learning

situationswhichhave been investigated, in

sofarascarecanbetakentobringtogether

in an optimal arrangement, content,

formalismsandfunctionalitiesandtoverify

thembymeansofstudiesofactualuse.

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[27] PERNIN, J.‐P. (2003). Objetspédagogiques : unités d’apprentissage,activitésouressources? Sciences etTechniquesEducatives, Hors Série, 179‐210.

[28] DAVID, J.‐P. (2003). Modélisation etproduction d’objets pédagogiques. Uneapproche par objet pédagogique,Sciences et Techniques Educatives, HorsSérie,69‐94.

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modellingand delivering networkededucation and training. BerlinHeidelberg,NewYorkSpringer,2005.

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THEQUALITYOFSTUDENTS’SOCIALCOMPETENCYOFEDUCATIONALEXPERIENCEPROGRAMINVOCATIONALSECONDARYSCHOOLS

Suparman1,GalehNIPP2,DwiW3

Facultyofengineering,YogyakartaStateUniversity1,2,3

e‐mail:[email protected]

ABSTRACT

Educationthataimstoachieveteacherscompetenceinthefieldofprofessionalandpedagogicalis

already systematically planned through courses in a curriculum.Meanwhile, the achievement of socialcompetence is obtained through the integration in the subjects and extracurricular activities.However,educationforachievingsocialcompetenceofprospectiveteachershavenotplannedsystematicallyinbothcontent andway to achieve it. The purpose of this research is to determine the social competence ofprospectiveteacherswhoperformtheeducationalexperienceprogram(PPL) invocationalhighschools(SMK). This research population are studentswho are taught by PPL students of Engineering Faculty,YogyakartaStateUniversityin2016.Theresearchsampleisselectedbymultistages.SamplesconsistofSMKN3Yogyakarta.Atotalsampleof237studentsweredeterminedbyquota.Sampleswererandomlyselected at each school based on expertise program. Datawere collected by questionnaires and cross‐checkedthroughinterviewsandobservations.Datawereanalyzedquantitatively.Theresultsshowedthatthe average of social competence of engineering studentswho have completed educational experienceprogramatSMKisincludedinthecategoryofgood.Indetail,(1)indicatorsincludedincategoryofverygood are social competence in class including skill to manage difference in opinions; (2) indicatorsincludedincategoryofgoodarecommunicationskillsinteaching,approachingstudentsskillsinteaching,empathyskillsinteaching,adjustingskillsinteaching,communicationskillsinschools,collaborationskillswith the school community, empathy skills outside the classroom, self‐adjustment and organizationalskills.Keywords:socialcompetence,practiseoffieldexperience,vocationalhighschool

I. INTRODUCTION

The development of globalizationdemands all products and services thathavingstandardthatacceptableintheglobalmarket, including in this is the productservices professional teachers. A teacher isvery importance in their function as thechange of catalyst in the aspect of scientificand moral (Suyanto, 2007). The aspect ofscientific, teachers can convey the sciencethat owned through the learning. Thescience which delivered teachers must beable to support the development of thepotential,knowledge,andskillsofstudentinorderprovisionhislifeanddevelopmentthepeople. A moral aspect, teachers should bean example and could deliver something totheir students about personality, attitudeandgoodmoral.

Martin Luther King said that, “intelligencepluscharacterthatisthegoaloftrue education “, itmeans; intelligence pluscharacter. This is the end of goal from

actually education. While TheodoreRoosevelt said that: ”to educate a person inmind and not in morals is to educate amenace to society“ it means; educatessomeone in the aspect of intelligence thebrainandnotamoralaspectisathreatthatdangers to the community (Ghazali BagusAni Putra). The second opinion shows thatmoraleducation inschool isvery importantincludes education personality(intrapersonal) and education of the social(interpersonal).

Teacher training was aiming toproduce teachers fulfilling the criteria inaccordance with the act the nationaleducation system. There were fourcompetences that should be owned byteachers namely professional competency,pedagogical, personality, and social.Education to reach competence of teachersin the field of professional (matter fields ofexpertise), pedagogical (strategy for the


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delivery of material expertise) was alreadyplanned systematically through lecture.Meanwhile, education to reach competencesocial not planned systematically.Competenceitishopedthatformedthroughintegrated in lecture and extracurricularactivities. Theproblems, do the competenceof social students teacher in practiceexperience (the educational experienceprogram)itqualifiedatleast?

Ghazali BagusAni Putra said that oneof indicators human moral character ishaving social skill, that having sensibilityhighsocialordertobeabletogiveprioritytotheinterestsofothers.Thisisapparentfromsocial relations harmonious, same opinionsby Purwanto, that competence for socialteachers are competence the field ofrelations and service/devotion to thecommunity. Teachers should be be able tocommunicate with others, able to solveproblems, and serve the public interest(Purwanto,inHujaerAHS).

Suranto (2011: 27) said that humanrelationships (interpersonal) arecharacteristic of social life which requiresevery individual tobuildarelationshipwiththe other, so will be interwoven a bondwhich is reciprocal feelings in a pattern ofrelationships. Interpersonal relations in the

broad sense are the interactions performedby a person to another person in allcircumstancesandinallareasoflife,sothatleadingtohappinessandsatisfactiononbothsides.

Competence social teachers accordingto the IndonesianGovernmentNo.19,2005at explanationarticle28 the lettersD is theability educator as part of the society tocommunicateandtheyblendeffectivelywithstudent, fellow educator, staff, parents/student guardian, and the society.Communication principal and associateteacher according to government regulationwas effective. Communication effective iscommunication and promiscuity having apositive impact on student, fellow educator,staff, parents/student guardian, and thesociety. Conversation skills according toMohamadSurya (2013: 337‐342) therewaseight which are: (1) skill collaboration, (2)skill empathy, (3) skill summarizes, (4) skillask, (5) skill honesty, (6) skill assertive, (7)skill confrontation, and (8) skill problemsolving.

Meanwhile, social relationshipsbetween teachersandstudentsaccording toWubbels And Brekelmans (2005) is asfollowstheFigure1:

Fig1.SocialRelationships(WubbelsandBrekelmans,2005)


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In the picture above, relationsinterpersonal visible thereare eight aspectsrelations interpersonal: admonishingbehavior, strict behavior, leadershipbehavior, helping/friendly behavior,understanding behavior, studentresponsibility/freedom behavior, uncertainbehavior, and dissatisfied behavior. Whenviewed as a broad outline, relationsaccordingtowobblestherearefourtheaxiswitheachtheaxistwotheoppositepole.Theaxis one is leadership teachers steady VSuncertainty,theaxistwoareteacherslovedtohelpVSteachersdonotsatisfied, theaxisthree are teachers be careful VS teachersirritable,andtotheaxisoffourareteachersteacher had discipline VS give freedom.Competence social as a candidate a goodteacher lies not in extreme polars, but alsodidnotinthecenter.Shouldsocialattitudesteachers are approaching the positive poleandawayfromthenegativepole.

TheresearchconductedbyLilis(2014)in SMKN 2 Yogyakarta among othersconcluded that “relations Interpersonalteacher‐students classXIIpackageexpertisetechnique picture building in SMKN 2Yogyakarta in academic of year 2013/2014be in category good. This means that inputstudents already has competence socialgood,butdomoststudentsfromhighschoolwhos others had in their students withcompetencesocialgood?

Suparmanwith and friends (2015) inhis study concluded that average ofcompetence social students the entered theyearof75,99at2012,the2013of74,30andthe2011at 73,60.Despite everythinggoingin the category of good, but the average ofcompetence social students the 2012 (thefirst half 5) it is higher than the 2011 (thefirsthalf7)whowasjustfinishingfollowingthe practices field experience. Showed thateducation social done in UNY has notprovided an increase in competence socialhisstudents.

Meanwhile, research professor aboutthe relationship with students doneSamsulhadi with and friends (2013) the apopulation of students Faculty ofEngineering, Yogyakarta State Universityinclude concluded that at the positive theresult was high and at the negative had a

low. This means that relationship withstudent interpersonal lecturer Faculty ofEngineering, Yogyakarta State Universitylecturers is an education example socialrelations good. Research suggests thatcompetence on social lecturer and teachersapparent is good. But education socialcompetences in Yogyakarta StateUniversityfortheteachershavenotshowedsignificantinfluence.

Education to reach competence socialteachers can be done of your class or outclass, it is important to the example ofeducator. Bandura (Fiest, 2006) in theorycognitivemaintainedthatthehumanflexibleenoughwereable tostudiesvariousskillbeand behaving, where point learning best isthe vicarious experiences. The act ofobserving make room for people to learnwithoutdoanything.Peoplecanseenaturalphenomena, herbs, animals, a waterfall,movement months, star and so on, but amore important for the theory cognitivesocial bandura is looking the conduct ofothers.

Castorina & Gil Anton (1999) in hisstudy concluded that: (1) The childrenassumeanintentionalreciprocitywithotherinstitutionalactor,teachesandheadteacher,(2) the normativemeaning of authority arenot directly expressed, but through themediation of the symbols of authority, (3)thechildren’ssearchforthemeaningsoftheprescriptionissupportedbythemeaningsofpossibleactionsoftheauthoritiesforthem.

The results of the study Castorinashows that if educators and his superiorconcernthestudents,prestigeeducatorsandhis superior is the symbol of the powereducatorsandtheirsuperior,theapplicationof power educators and his superior be thecentre of interest their students. Thus, allattitude, utterance, and behavior educatorsand his superior is a source of learning fortheir students whether it is your class andoutclass.Ifutterance,attitude,andbehaviorithastowithsocial,itwaspossiblestudentsobtainlessonslearnedsocial.

The competence society is one of therequirements of a teacher who prepared ineducation teacher cadet. During thispreparationeducationsocial“ignored“andisvery important in develop the character of


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students at school. The candidate teacherssupposed to have competence social betterthantheprofessionanotherintheresultsofeducated at a school can be achieved withgood. Teachers should be able to set anexample with a new relationship socialagainstwhomfineinthecommunityandthevicinityof theschool,good in theclassroomandoutsidetheclassroom.

The social relationships teacherswithstudents, fellow educator, staff, parentsschooltuitionandpeopleshouldeffective, itmeans have to give positive value ineducation,donotuntilonlyforthebenefitofteachersalone.Andsocial relationships thatboth for teachers with students of in theclassisaccordingtoamodelputforwardbyWubbelandBrekelmansandMohamedsolarsystem thatprinciple is effectiveorpositivetothedevelopmentofstudentlearning.

Competence social teachers canarranged according to the location of thecommunication and promiscuity which are:(1) intoaclass(teacherswithstudents),(2)outsideaclass(teacherswithstaff, teachersand possible with parents of students) and(3)inthecommunity(teacherswithparentsofstudentsandsociety).

II. METHOD

Themethodsofresearchisdescriptivequantitative. The research is based onopinionstudentsvocationalhighschoolwhotaught by students from Faculty ofEngineering, Yogyakarta State University.The object of this research is competencysocial students Faculty of Engineering,Yogyakarta State University. The object ofthisresearchisstudentsSMKN3Yogyakartawhich taught by object of this research.PopulationthisstudywerestudentsSMKN3Yogyakarta who had by students theeducational experience program Faculty ofEngineering,YogyakartaStateUniversity.

The samples are 237 studentsdetermined by table Krijcie‐Morgan. Thesamples are determined by proportional inprogramexpertise.Thebuildingengineeringis92students,themechanicalengineeringis33 students, the information engineering is33students, thecomputerengineeringis32students, the electrical engineering is 33students and the automotive engineering is

14 students. Next each program sampleexpertises were randomly. The techniquecollecting data is to chief later in cross‐checked through interviews andobservations.III. RESULTANDDISCUSSION

The discuss consist of (1) thecompetency social students educationalexperience program Faculty of Engineering,Yogyakarta State University in SMKN 3Yogyakarta as a whole, (2) the competencysocial students educational experienceprogramFaculty ofEngineering, YogyakartaState University in SMKN 3 Yogyakarta inteaching and outside class, and (3) thecompetency social students educationalexperience program Faculty of Engineering,Yogyakarta State University in SMKN 3Yogyakarta according to the indicators. Thesample research is 237 of chosen by 49grainsabout, the frequencyofstudentswhosaid wasmuch less as many is 4,05%; saidless is 25,36%, said good is 47,31%, andanswerverygoodis23,28%,withtoscatterfrequency a score above, mean a score is2,90.ThecompetencysocialstudentsFacultyof Engineering, Yogyakarta State Universityoverallinthecategoryisgood.

Meanwhile, the social competencystudentsinteachingofyourclassthespreadis: frequency students who said was muchlessasmanyis4,57%,said less is25,75%,saidgoodis46,02%,andanswerverygoodis23,66%,withtoscatterfrequencyascoreabove,meanascoreis2,89.Thecompetencysocial students Faculty of Engineering,Yogyakarta State University in teaching ofyour class in the category is good. Thecompetency students out class in scopeschool is: frequency studentswho saidwasmuch less as many is 0,95 %, said less is15,72%, said good is 50,95%, and answervery good is 32,38%, with to scatterfrequency a score above, mean a score is3,15.ThecompetencysocialstudentsFacultyof Engineering, Yogyakarta State Universityin teaching of your class in the category isgood.

The competency social students inteaching mean the score lower than socialclasscompetence.Theresultofthisresearchreasonable like this because they were in


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observing competence students theeducational experience program morefocusedandwithrelativelyalongtimeyourclassthanoutclass.Yourclassstudentcouldsignificantly is observing social skillsstudents the educational experienceprogram. Students understand behaviorstudents the educational experienceprogramwasactingteaching,whatstudentsthe educational experience program treatstudents in teaching, and how to manage agoodclass.Differentcircumstancesoutclass,students have experience interaction withstudents the educational experienceprogram,andwhen it interactmostexcitingsoimpressedsocialcompetencebetter.

When viewed every the indicators,thereare seven indicator category ina verygood namely: (1) conversation skills inteaching, (2) skill approaching students inteaching,(3)skillinconforminteaching,(4)conversationskillsoutteaching(inschools),(6) skill cooperate with the school, and (7)skill in conform out class . Meanwhile, thecompetency students in social theeducational experience program in SMKN 3Yogyakarta in the category three indicatorsare includes: (1) skill empathy in teaching,(2)skillmanagedissent inteaching,and(3)skill organize out class in school. Thisresearch result indicates that collegestudentsareinteachingtherearestillmanydeficientinempathizetotheirstudents,how“ teachers“ (the educational experienceprogram)make theirstudents feelcared foris weak , how “teachers“ able to solveproblems or mediate opinion studentsdifferentgooddifferentamongstudentsanddifferent from “teacher“ still it hasnot.Thiscan be understood because “teachers“ inteachingarestillworkingso“teachers“thereare still many think of the materials given,while problems which are empathy andmediateproblemshavenot yetbeenwidelythoughtofby“teachers“includingcourageinarbitraging on differences because there isfearfavoringoneoftheparties.

This also a skill organize outside ofschoolinschoolsaccordingtostudentsithasnot,thismaybecauseddeficiency“teachers“in coordinate students activity in the out aclassarenotusedbecauseitinnaturenewto“teachers”. Overall this research result

indicates thatsocialcompetencyofstudentsthe educational experienceprogramFacultyof Engineering, Yogyakarta State Universityin SMKN 3 Yogyakarta in the category ofgood. Nevertheless, needs to be doneimproving because a teachers are be anexampletheirstudentssocompetencesocialshould be good. The social competency ofstudentswe shouldbe teaching and trainedsystematicallyasplanningcompetenceotherteachers.

IV. CONCLUSION

The results of this research and hisdiscussion,canbesummedupasfollows(1)the social competency of student Faculty ofEngineering, Yogyakarta State Universitythat the educational experience program inSMKN 3 Yogyakarta as a whole in thecategoryofprettygoodwithmeanscore2.9(the scale of 4) or 72,46 (the scale of 100),(2)thesocialcompetencyofstudentFacultyof Engineering, Yogyakarta State Universitythat the educational experience program inSMKN 3 Yogyakarta in teaching in thecategory isgoodwith meanscore2,89(thescaleof4)or72,19(thescaleof100),(3)thesocial competency student Faculty ofEngineering, Yogyakarta State Universitythat the educational experience program inSMKN3Yogyakartainschoolsoutsideoftheclassinthecategoryisgoodwithmeanscore2.9 (the scale of 4) or 72.43 (the scale of100),and (4) thereare theseven indicatorsof social competence student Faculty ofEngineering, Yogyakarta State Universitythat the educational experience program inSMKN 3 Yogyakarta in the category of verygood is (a) conversation skills in teaching,(b) skill approaching students in teaching,(c) skill in conform of your class, (d) skillmanageadifferenceofopinionofyourclass,(e) conversation skills outside of class, (f)skillapproachingstudentsout teaching,andoutsideclass,and(g)skillcooperatewiththeschoolinschool;(5)thereisindicatorssocialcompetency student Faculty of Engineering,Yogyakarta State University the educationalexperienceprogram in SMKN3Yogyakartain the category is good: (a) skill empathy inteaching, (b) skill manage a difference ofopinion inteaching,and(c)skill inorganizeoutclassinschools.


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REFERENCESCastorina, Antonio Jose & Gil Anton (1999,

March). The Social KnowledgePsychogenesis and SocialRepresentation. Journal Prospects.InternationalBureouOfEducation.VolXXIX.No1.

GhazaliBagusAniPutra.(2014).Membangunperadaban bangsa dengan pendidikanberkarakter moral Internet:http://www.pendidikankarakter.com/wajah‐sistem pendidikan‐ di‐indonesia/

Goh, S.C. (2009). Introducing a Model ofInterpersonal Teacher Behaviour.TeachingandLearning.Vol. 15. No. 1.Hlm. 30‐40. Internet:http://repository.nie.edu.sg/jspui/bitstream/10497/442/1/TL‐15‐1‐30.pdf

Ivancevich J.M.,MattesonMichaelT. (1999).Organizational Behavior AndManagement, Fifth Edition,

International Edition. New York: McGraw‐Hill.

Lilis Trianingsih. (2014). HubunganInterpersonal Guru‐Siswa denganPrestasi Belajar Siswa Kelas XII PaketKeahlianTeknikGambarBangunanDISMK Negeri 2 Yogyakarta. Skripsi.Yogyakarta:FTUNY.

Slamet PH. (2011). Pendidikan karakterdalam prespektif teori dan praktek.Yogyakarta:UNYPress.

Suparman, A. Manap, M. Yamin. (2014).Profil kompetensi sosial mahasiswauniversitas negeri yogyakarta calonguru.LaporanPenelitian:LPPMUNY.

Suranto AW. (2011). KomunikasiInterpersonal.Yogyakarta:GrahaIlmu

Suyanto.(2007).TantanganProfesionalGurudiEraGlobal.PidatoDiesNataliske‐43UniversitasNegeriYogyakarta.


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CURRICULUMDEVELOPMENTOFVOCATIONALEDUCATIONFORELECTRICALENGINEERINGREFERSTOTHENATIONALQUALIFICATION

FRAMEWORKFORSTANDARIZINGSTUDENTCOMPETENCE'S

M.Khairudin,R.Asnawi,HerlambangS.P,TotokHeruTM,A.Candra,T.SukisnoElectricalEngineeringDept,FacultyofEngineering,UniversitasNegeriYogyakarta


ABSTRACT

Thispaperisdesignedtoprovidethetechnicalstepswithsomeofthebackgroundtheoryrelatingto curriculum development refers to Indonesian National Qualification Framework (INQF/KKNI),highlightingsomeofthemainapproachesandrecenttrendsinelectricalengineeringstudiprogram(EESP) for the level of diploma‐3 of faculty of enginering, Yogyakarta State University Negeri Yogyakarta(YSU/UNY).Vocationaleducationisachallengeintheprovisionofprofessionallabor.Implementationofvocationaleducationiscloselyassociatedwiththecurriculumdevelopment.Thecurriculumdevelopmentthat lead to the standardisation of competence in accordance with the INQF/KKNI. INQF/KKNI hasstandardised for the competence of graduates that refers to the regional qualification framework. ThispaperpresentsthedevelopmentstepsandresultsofcurriculumdevelopmentinEESPwhichincludesthevision,mission,objectives,graduatesprofile,learningoutcomesandcompetencesforassemblingcoursesrefers to INQF/KKNI.EESP is the levelofDiploma‐3 inaccordance to INQF/KKNI level is at levelof5.Diploma‐3 has been categorised in INQF/KKNI included in the group of vocatioanl education withminimumcreditsshouldbetakenare110credits.Keywords:curriculum,development,vocational,qualificationframework.

I. INTRODUCTION

Education is the future investmentsofa nation. Therefore, education is the mainassetinthedevelopmentofanation.Oneofamajor component in education namely thecurriculum.Thewordcurriculumwasfromthe Latin wordof currus,which means torun a race. It means that once a childstarts to learn, a child begins to run therace. This race is comprehensive innaturebecause,inthecourseoftherace,thechildor the learner encounters a lot ofexperiences, which may be intellectual,social, moral, spiritual or physical (GraceOffarma, 2014). In other ilustrations, JudyMcKimm (2007) explained this implies thatone of the functions of a curriculum is toprovide a template ordesignwhich enableslearning to take place. Curriculum usuallydefine the learning that is expected to takeplaceduringacourseorprogrammeofstudyin terms of knowledge, skills and attitudes,they should specify the main teaching,learning and assessment methods andprovide an indication of the learningresources required to support the effectivedeliveryofthecourse(JudyMcKimm,2007).

These experiences are provided toproduce the total man. The experiencesmaybeformalandplannedorinformalandaccidental or unplanned (Grace Offarma,2014).Inthecourseoftherace,thechildmayalso encounter someobstacles whichsomebody must surmount either throughhis/her efforts or by the assistance ofsomeone else to enable him/her to attainthe expectations ofthe society. Thechildisthemainfocusofthecurriculum.

Curriculum development in Indonesiahas experienced the changing with thenumber of eleven times that was beprecededwiththe lessonplanwith theyearof1947,Educationplanforbasicschoolwiththeyearof1964,CurriculumforBasicschoolwith the year of 1968, Curriculumdevelopmentforapilotprojectschoolswiththeyearof1973,CurriculumforBasicschoolwith the year of 1975, Curriculumwith theyear of 1984, Curriculum with the year of1994, Curriculum revision with the year of1994ontheyearof1997,apilotprojectforcompetencebasedcurriculum(CBC/KBK)onthe year of 2004, The curriculum ofeducational unit level (KTSP) with the year


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of2006andthenewoneisthecurriculumof2013.

Thecurriculumdevelopmentofhighlydynamic that has been equipped with avarietyofsupportingsystem.Oneofthemisthe curriculum development in the year of2004 that obtaining the competency‐basedcurriculumasabasistoprovidetheNationalstandardof WorkCompetenceof Indonesia(SKKNI). This paper presents a curriculumdevelopment refers to INQF/KKNIcompetence based for EE SP Faculty ofEngineering YSU/UNY. Based on theIndonesianPresidentialRegulationnoof8inthe year of 2012 presented the level ofeducation in Indonesia devided as seen atTable1.

Table1.EducationLevelreferstoINQF/KKNILevelKKNI Academic Vocati

onalProfessio

n Occupation

1 BasicSchool

Operator2Seniorhighschool

3 D1 4 D2 Technician

/Analys

5 D3 6 S1 D4

7 Professio

nExpert8 S2 D5 Specialist1

9 S3 D6 Specialist2

These essential services for improvingthe education and training system in acountry should be refered for developingcurriculum. Curriculum development couldbe considered for continuingprogram.Fig.1presents the framework of curriculumdevelopment for vocational education toimprovethenasionalstandardsforstudent’scompetences.

Fig.1.Simpleapproachfordevelopingcurriculumofvocationaleducation(LairdandStevenson,1993)

In the curriculum development forcompetency‐based vocational educationrefers to INQF/KKNI accordance withgovernment regulation no. of 31 with theyear of 2006. Also supported with TheMinisterofEducationRegulationno.49withtheyearof2014aboutNationalStandardofHigher Education (SNPT). The role ofministery of education for improvingnational human resources refers toINQF/KKNIsuchaswithdecidedthekindofstandard of education level namelyacademic,vocationalandprofessionbased.

John Hattie (2009) explained severalcomponents for improving the educationsystem. The several components ofeducation system consist of (1) student, (2)homeof student, (3) school, (4) curriculum,(5) teacher, (6) approaches to teach. JohnHattiepresentedthat thegreatesteffectsonstudent learning occur when the teachersbecome learners of their own teaching andwhen students become their own teachers.Forspecific teachingmaterial,Alianggaetal(2016)developedteachingmaterialsofbasicelectricalandelectricalmeasurement,andtofind out the feasibility of the teachingmaterials.

Related to the curriculumdevelopment, John Hattie (2009) explained(1)Developingacurriculumthataimsforthebest balance of surface and deepunderstanding, (2) Ensuring a focus ondeveloping learning strategies to constructmeaning, (3) Having strategies that areplanned, deliberate and having explicit andactiveprogramsthatteachspecificskillsanddeeper understanding. A good curriculumneeds strategies to balance and to createmeaningforthestudents"whydoweneedtolearnwhatwelearn"?.

Tyler’s approach (1949)of curriculumdevelopment was simple, logical, andrational,but it felloutof favor aseducatorsbegan to view learning experiences moreholisticallyandassessoutcomesthatarenotso easily measured. Furthermore, JudithHoward (2007) presented that notion ofrevisiting and reexamining fundamentalideas over time iswhat has become knownas a spiral curriculum. It makes studentsreturnagainandagaintothebasicconcepts,building on them, making them more


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complex, and understanding them morefully.

The National Standard of HigherEducation, as stipulated in The IndonesianMinisterofResearch,TechnologyandHigherEducation Regulation no. 44 in the year of2015 clause of 1 explained that thecurriculum is a set of plans andarrangements regarding learning outcomesof graduates, lesson materials, processes,and assessments used to guide the deliveryof courses. The curriculum of highereducation is a mandate that institutionsshould be regularly updated in accordancewith the needs and the development ofscience and technology as outlined in theLearningOutcomes.

In order to the most activities ineducation, curriculum development is notcarriedoutinisolationfromotheractivities.It is part of an iterative planning,development, implementation and reviewcycle. Peyton and Peyton (1998) noted thatthecurriculardevelopmentconsistofseveralcyclesnamelyneedsassessment,designandimplementationphases.Afterthis,outcomesare reviewed and evaluated against theoriginal needs assessment. Needs changewith societal expectations.Theemphasisondifferentaspectsvarieswiththeparticipants’and teachers’perceivedneeds.Thedynamiccurriculum requires change and resourcemanagement(JudyMcKimm,2007).

The process for curriculumdevelopmentofEESPFacultyofEngineeringYSU/UNY refers to the IndonesianPresidentialRegulationnoof8intheyearof2012 about INQF/KKNI, The IndonesianMinisterofEducationRegulationno.of73inthe year of 2013 about implementaion ofINQF/KKNI with higher education chapter,and related to The Indonesian Minister ofResearch, Technology andHigherEducationRegulationno.44 in theyearof2015aboutnationalstandardofhighereducation.

This study presents the design ofcurriculumdevelopmentofEESPFacultyofEngineering YSU/UNY for the level ofdiploma‐3 with refers to INQF/KKNIcompetence based. This study as a clinicalguide for the committee of department orstudy program especially in the level ofdiploma‐3 or in INQF/KKNI level included

with category in level of 5 for the field ofvocationaleducation.

II. METHOD

This study using the method thatrefers to Peyton and Peyton (1998). Thecurriculum development consists of severalcyclesnamelyneedsassessment,designandimplementation phases that can be seen atFig.2below.

Fig.2.TheCyclesofCurriulumDevelopment

In developing a new programme, ormodifying an existing one, there are anumber of stageswhichmust be completedwithin the curriculum cycles namely needsassessment, design and implementationphasesandoutcomewith included feedbackfromthestakeholders.

Fig.3.StepsforDevelopingCurriculumofElectricalEngineeringStudyProgram

SWOT Analysis Diploma-3

Alumny Tracer / Need Assesment

Learning Outcome

materials of study

Developing the subjects and assign credits

GRADUATES PROFILES

professional associations, Stakeholder

Comparative study to others

universities

lesson plan

Approaches for teaching

Curriculum Structure (distribution for each

semester)


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Generaly, the steps for curriculumdevelopment of EE SP, Faculty ofEngineering YSU/UNY with the level ofdiploma‐3canbeseeninFig.3.

III. RESULTANDDISCUSSION

The curriculum development of D3Electrical Engineering study program inFaculty of Engineering, YSU/UNY is startedwith Strengths, Weaknesses, Oppurtunitiesand Threats (SWOT) analysis and marketneedsanalysisthroughalumnitracerstudiesand also inputs from professionals,industries, stakeholders and community(student guardian) associations. For thatsake, the D3 EE SP held a curriculumworkshopinvolvingalllecturersofD3EESP,alumni, industry and professionalassociations. The workshop was conductedtwiceon Saturday, September24, 2012 andDecember2,2012.TheinvitedpartiesarePTSchneider Indonesia, CV KHS andProfessional Associations of PDKB GEMA.From this workshop, it is obtained inputsand considerations concerning to the userneeds of graduates from the D3 ElectricalEngineering Department. Besides, it is alsosupportedwith comparative studies to theother D3 Electrical Engineering studyprogram (and other study programs)conducted by the team of curriculumdevelopers,forinstanceacomparativestudyto the Polytechnic of Bandung, Bandung;Manufacturing Polytechnic and Academy ofIndustrial Mechanical Engineering in Solo,April2014.

Furthermore, the results of theprevious steps are then processed by theteam of curriculum developers to developvisions, missions, goals, graduate profiles,learning outcomes, graduate competenciesandcoursestructures.ThevisionofD3EESPFacultyofEngineeringYSUisthatin2025itbecomes superior and competitive toproduce employees who are expert in thetechnical electrical power field equippedwith pious, independent and competentcharacters and an ability to adapt thedemandsof thedevelopmentof scienceandtechnology.

WhilethemissionsofD3EESPFacultyofEngineeringYSUare(1)Carryingouthighquality vocational education. (2) Preparing

excellentandcompetitiveassociateelectricalengineeringexpertswhosuitthedemandsoftheworkforcecompetence.(3)Developingasystem of vocational education in electricalengineering throughresearchcollaborationswithstakeholders.

The goals of the D3 EE SP Faculty ofEngineering YSU is to produce graduateswho have employbility skills as aprofessionallaborofaassociateexpertinthetechnical field of electrical power, haveinnovative and adaptive qualitycompetencies to the demands of theworkforce and the development of scienceand technology, andare able todevelop theentrepreneurial spirit and competitivenessatthelocal,nationalandgloballevels.

After determining the goals, the nextstep is to specify the overview of thegraduate profiles. The graduate profiles areasfollows:(1)Supervisorofelectricalpower,(2) Technician of electrical power, (3).Educational laboratory assistant, (4).Entrepreneurs/technopreuner,(5).Researchassistant.

The Graduate profiles are functionedas the basis in determining the graduatelearning outcomes. The preparation of thegraduate learning outcomes refers toRistekdikti Regulation 44/2015 on SNPT.The regulation states that the graduatelearning outcomes consists of attitudes,knowledges, specific abilities, and generalabilities.

Theattitudesarecomposedofseveralvaluesthatshouldbeperformedbystudents(10). Having good characters, obey to theGod Almighty and be able to express thereligious attitude, honest and patient.(2)Upholding the human values in the line ofduty based on religion, morals, and ethics.(3). Internalizing the values, norms, andacademicethics.(4).Playingaroleascitizenwho take pride and love with motherland(patriotism),nationalismandhavingasenseofresponsibilitytothestateandnation.(5).Appreciatingthediversityofcultures,views,religions andbeliefs aswell as the opinionsandoriginalfindingsfromotherpersons.(6).Having contribution to improve the qualityof life in society, nation, state, and theprogress of civilization based on Pancasila.(7). Having a team work ability, social


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sensitivity and concerning for thecommunity and environment. (8). Obey thelaw,disciplineinthelifeofsocietyandstate.(9). Having a spirit to be an independence,fight and entrepreneurship person. (10).Showing responsible for the jobs in therelatedfieldofexpertiseindependently.

Otherways, the learning outcomes forgraduatesofEESP inknowledgesconsistof(1). Knowledge of the basic principles ofmathematics and its applications, especiallyin the field of Electrical Engineering. (2).Knowledgeofthebasicprinciplesofphysicsrelatedtotheprinciplesofelectricitypower.(3). Knowledge of the law and the basictheory of electricity. (4). Knowledge of thedesign and application of measurementsystems associated with the Quantity andQuality of Power Engineering. (5).Knowledge of the power generation,distribution, utilization, installation andcontrol of electric power in small or largescale industries in accordance with thegeneralstandardsandprinciples inthefieldof electricity. (6). Knowledge of ElectricalPower Engineering protection system tosecure equipment and human safety. (7).KnowledgeofHealthandSafetyintheworldof industry in general, particularly in theelectricity sectorworkforce. (8). Knowledgeof the industrial management andentrepreneurship. (9). Knowledge of thepreparation of the scientific paper (finalproject report) are in accordance with thescientific procedure based on analysis,information,dataandisabletointerpretandaccurately communicate in order to solveproblems and phenomena related to theelectricalpowerfield.

Furthermore the third learningoutcomes isaspecificabilities forgraduatesof electrical engineering Diploma‐3 Facultyof Engineering UNY. The performances ofspecific abilities consist of (1). Identify andsolve the problems in Power Engineeringtodayandinthefuturebyusingthelawandthe basic theory of electricity within theframework of wider application. (2). Applynew technologies for design, analysis andapplication of measurement systemsassociatedwith the Quantity and Quality ofPower Engineering to meet the needs ofsociety professionally and ethically. (3).

Analyze the applicationmaterials related tothe Electrical Power Engineering fordeveloping the electricity energydevelopment. (4). Understand the theory ofelectric power generation in general andenergy efficiency in power plant. (5). Applythestandardsthatalsoappliedintheelectricpower systems (PUIL, IEC, IEEE and otherstandards). (6). Understand andmaster thetheory of transmission and distribution ofelectricity. (7). Apply the theory ofmeasurement and measuring electricalparameters. (8). Apply the theory ofelectricity (single line diagram, wiringdiagram,thelawsofelectricityandelectricalcircuits).(9).Masterandapplythetheoryofelectrical installations for commercial andindustrial interests both single and threephase. (10). Master the concept of electricpower quality and how to repair electricpower profile. (11). Master the basics ofelectric energy control system (magneticcontactor, power electronics, PLC andmicrocontroller). (12). Master and applyingthe methods of maintenance and repair inElectrical Power System. (13). Apply PowerEngineering protection system to secureequipment and safety of mankind. (14).Succeed preparing and writing a scientificarticle report in accordance with thescientific procedure based on analysis,information,data, also it is able to interpretand communicate accurately in order tosolve problems and phenomena associatedwiththejob.

In addition, the learning outcomesshouldbe includedgeneralabilities.Generalabilities for graduates of electricalengineeringdiploma‐3offacultyengineeringUNY consist of (1). Apply logical thinking,critical, systematic, and innovative in thecontext of the development orimplementation of science and technologyrelevant to their expertise. (2). Analyse andsolvecommontechnicalproblemsassociatedwith electrical power engineering byapplying the principles of Mathematics andPhysics.(3).Examinetheimplicationsofthedevelopment or implementation of science,technology or arts in accordance withexpertise based on rules, procedures andscientific ethics to produce solutions, ideas,design or art criticism and to develop


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scientific description of the study results inthe form of a thesis or final project report.(4). Take the appropriate decisions in thecontext of the settlement of the problem inthe fieldof expertise, basedon the result ofinformation and data analysis. (5). Managelearning independently, develop andmaintain networkwithmentors, colleagues,peersbothinsideandoutsidetheinstitution.(6). Have basic skills in entrepreneurship,industrial management and communication/presentationinpublic.

In thecurriculumreferringtoKKNI, itis listed the competencies that have to bemastered by students. There are threecompetenciestobedeterminedbythestudyprogram, namely main competences,supportingcompetencesandcompetencesasthe identitiesofYogyakartaStateUniversity(YSU/ UNY). Thus, the further step is todetermine the main competences,supportingcompetencesandcompetencesasthe identitiesofYogyakartaStateUniversity(YSU/ UNY). For the main competences ofthe graduates of EE SP Faculty ofEngineering YSU can be seen at Table 2.below.

Table2.MainCompetenceforGraduatesofEESPUNYGraduateprofiles MainCompetencesSupervisor ofelectricalpower

Identifytherequirementsofelectricalsystems

Installelectricalsystems Testelectricalequipment Diagnosetheproblemsofeletricalsytems

Maintainelectricalsystems Repairelectricalsystems Demonstrateabilitytoplanactivities

Demonstrateabilitytoorganiseactivities

Workeffectivelyinteamwork

Technician ofelectricalpower


Installelectricalsystems Testelectricalsystems Diagnosetheproblemsofelectricalsystems

Mantainelectricalsystems Repairelectricalsystems Manageateamwork

Graduateprofiles MainCompetenceseffectivelyandwritereports

Demonstrateknowledgeofalternativeenergy

Educationallaboratoryassistant

Identifytheneedsofschoollaboratories

Installelectricalsystemsatschoollaboratories

Testelectricalsystemsatschoollaboratories

Diagnosethefaultsoflaboratoryequipment

Maintainlaboratoryequipment

Repairlaboratoryequipment

Managelaboratoryinventory

Manageateamworkeffectivelyandwritereports

Entrepreneur/technopreuner


Installelectricalsystems Testelectricalequipment Diagnosetheproblemsofelectricalsystems

Mantainelectricalsystems Repairelectricalsystems Demonstrateabilitytoplanactivities



Researchassistant

Identifytheresearchneeds Implementresearchplans Testelectricalequipment Diagnosetheproblemsofelectricalsystem

Mantainelectricalsystem RepairelectricalSystem Demonstrateabilitytoplanactivities



Otherwise, thesupportingcompetencesfor graduates of EE SP Faculty ofEngineering,YSUarepresentedatTabel3.


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Table 3. The supporting Competences ofgraduatesofEESPGraduateprofiles MainCompetencesSupervisor ofelectricalpower

ApplyOSH(occupationalhealtandsafety)managementsystem

UtilizeICTtosupporttheworksinthefieldofelectricalpower

Demonstrateentrepreneurialspiritinthelineofwork

Demonstratestrongsoftskills

Performtheidealmodelforcolleaguesandsubordinates


ApplyOSH(occupationalhealtandsafety)managementsysteminthefieldofelectricalengineering

UtilizeICTtosupporttheworkthefieldofelectricalpower

Demonstrateentrepreneurialspiritinthelineofwork



ApplyOSH(occupationalhealtandsafety)managementsysteminlaboratories

UtilizeICTtosupporttheworkinlaboratories

Demonstrateentrepreneurialspirittodeveloplaboratories




UtilizeICTtosupporttheworkthefieldofelectricalengineering

Demonstrateentrepreneurialspirit


Performtheidealmodelforcolleaguesandsubordinates

Graduateprofiles MainCompetencesResearchassistant


UtilizeICTtosupporttheworkthefieldofelectricalengineering

Demonstrateentrepreneurialspirit


Performtheidealmodelforcolleaguesandsubordinates.

Furthermore, the third competences

forgraduatesofEESPFacultyofEngineeringare the identities competence of YSU. Thecompetences as identities of university canbeseenatTabel4.

Table 4. The Competences as Identities of YSUgraduatesGraduateprofiles MainCompetencesSupervisor ofelectricalpower

Workindependentlyorinteams

Actualizethereligiousvaluesintowork

Adapttotheconditionsintheworkplacewhileupholdingthenormsofreligionandlaw












Adapttotheconditionsintheworkplacewhile


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Graduateprofiles MainCompetencesupholdingthenormsofreligionandlaw

Researchassistant




Thisstudyorganizesanddevelopsthe

course structure through the initial step byanalysing the proportion of the materialspresentationinaccordancewiththebreadthand the depth of the competencies. Table 5providesthegroupsofcompetencesthatwillemergethecoursestructure.

Table5.DesigningSubjectBasedontheDeepnessandSpeciousnessofCompetencies

No Competences CreditsRatio

Percentages

1 Electricitygeneration 3 3%

2 Electricpowerdistribution 4 4%

3 ElectricalInstallation 12 11%

4 ManagementofElectricalEnergy 6 6%

5 ElectricalPowerControl 13 12%

6 ProtectionofElectricalPower 2 2%

7 Electricalbasicscience 10 10%

8 Electronicbasicsciences 8 7%

9 Departmentcourses(commongroundJur/PRODI) 26 23%

10 Facultycourses(KTF) 9 8%

11 Universitycourses(MKU) 17 16%

Total 110 100%Table 5 reveals that the main

competences in electrical engineeringaccounts for 76 percentages of the overall

percentage, while the supporting andidentities competence totally accounts foronly 24 percentages. It indicates the maincompetencesbecomes theprimary target toassist the students achieve the idealcompetencies.

IV. CONCLUSION

ThisstudydevelopsthecurricullumofEESP,FacultyofEngineering,YSU/UNY.Thedevelopment refers to INQF/KKNI based oncompetencies. The results of the curicullumdevelopment are the technical stages of thedevelopment. The final results consists ofvisions, missions, goals, graduates profiles,learning outcomes and the course structureintheformofgroupsofcompetencies.

REFERENCESAliangga Kusumam, Mukhidin Mukhidin,

Bachtiar Hasan. (2016).Pengembangan Bahan Ajar MataPelajaran Dasar dan PengukuranListrik untuk Sekolah MenengahKejuruan. JurnalPendidikanTeknologidanKejuruan.Vol23,No1(2016).

David Lairdand John Stevenson, (1995),ACurriculum Development Frameworkfor Vocational Education, AustralianandNewZealandJournalofVocationalEducationResearch.pp71‐92.

Judith Howard. (2007). CurriculumDevelopment. Summer Material. ElonUniversity

JudyMcKimm.(2007).Curriculumdesignanddevelopment. Teaching Material inCentre for Educational Development,SchoolofMedicineImperialCollege.

IndonesianPresidentialRegulationnoof8inthe year of 2012 about IndonesianNational Qualification Framework(INQF/KKNI).

The Indonesian Minister of EducationRegulation no. of 73 in the year of2013 about implementaion ofINQF/KKNI with higher educationchapter.

The Indonesian Minister of Research,Technology and Higher EducationRegulation no. 44 in the year of 2015


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about national standard of highereducation.

Tyler, R. W. (1949) Basic principles ofcurriculum and instruction. Chicago:UniversityofChicagoPress.

John Hattie. (2009). Visible Learning ForTeachers.Routledge.


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EXPLORINGTHEMALAYSIANQLASSICPRACTICALITY

Sohimi,N.E,Affandi,H.M,Fadzil,H.,MohdSattar,R.FacultyofEducation,NationalUniversityofMalaysia

FacultyofArchitecturePlanningandSurveying,[email protected],[email protected],[email protected],[email protected]

ABSTRACT

Aqualityassessmentsystemisanessentialpreconditionforcontractingfirmswishingtoachieve

their quality goals, survive and compete in the current changing and competitive market in theconstructionindustry.Thus,theQualityAssessmentSysteminConstructionorbetterknownasQLASSICwasintroducedtoachievesuccesscriteriaondeliveringagoodqualityproductbyMalaysianconstructionindustry. The purpose of this paper is to identify the practically of QLASSIC assessment process inMalaysiafromtheviewofQLASSICpractitioner.Surveydesignhasbeenadoptedtothisresearchwhichimplemented the questionnaire survey as an instrument. A 69 QLASSIC practitioners involved in thisstudy,consistofpartiesthatpracticeandimplementtheQLASSICassessmentintheirproject. Fromtheanalysis,itidentifiedthatQLASSICassessmentgivinghighbenefittotheQLASSICpractitionersespeciallycontractorandclient.ThisfindingalsodiscoveredthatmostimportantbarrierfactorstoimplementtheQLASSICassessment isdifficulty ingettingtherightskilledandcompetencesub‐contractors/tradesmentocarryouttheworks.Moreover,thisresearchindicatesthattrainingisoneoftheimportantfactorstoimprove the site management team competency in assessing the project and ensure the project canachieve good QLASSIC rating. Based on the result in this study, the future studywill be conducted toidentifythetrainingandcompetencyofsitemanagementteamissuesinQLASSICassessment.

Keywords:QLASSIC,buildingquality,assessment,construction

I. INTRODUCTIONBuilding quality has become one a

very important aspect for constructionprojectsuccess.Inthebuildingconstruction,failures and defects are common. Thisproblemmayreducethequalityofalandedhousing, strata‐titled housing, or publicbuilding. Building defects can be resultedfrom the design error by the architect, amanufacturing flaw, defective materials,improper use or installation of materials,lack of adherence to the design by thecontractor, or any combination of them(Ahzahar, 2011). There are 9 elementsaffectingthequalityofbuildingconstructionprojectwhichare,design,contract,material,labor, equipment, subcontractors, sitelayout, systems, site staff, and execution(Abdul‐Razeq,2001).

Moreover, standard reduction,unskilled worker, and less qualifiedconstruction technologist contribute to thebuilding quality problem (Memon, 2010).Also, the other factors impede theconstructionqualityofbuildingsare lackofunderstanding of end‐user requirements,poor contract documentation and low

consultant fees, incompetent standard ofworkmanship, lack of focus on quality andinadequate supervision and inspection(Love and Edwards, 2004). In addressingthe issues in Malaysia building quality,Construction Industry Board of Malaysia(CIDB) introduced a Quality AssessmentSystem in Construction (QLASSIC) as anindependentmethodtoassessandevaluatethe quality of workmanship of aconstruction work based on approvedstandard (CIDB, 2006). Hence, theintroduction of QLASSIC is expected toaddress several of thepredominant qualityissues that prevailed in the constructionrealm(Mukhtar,2010).Assessing BuildingQuality inMalaysianConstructionIndustry

Quality is an important aspect in theconstruction industry. The quality issuesare the main concern for all partiesespecially to the developers in order tofulfill the building quality requirementexpectedbypropertypurchasers(Abdullahetal.,2013).Hence,assessingthequalityofconstructionforcompliancewiththedesign


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intent has been a challenging task in theAEC (Architecture, Engineering, andConstruction) industry (Sri Kalyan et al.,2016).

The demand for skilled andcompetence site management team is pre‐prominent becauseworkmanship is one ofthe essential factors for good quality inbuilding construction work. Moreover,technicalwork competency and knowledgeis the important aspects for foreman onconstruction site (Uwakweh, 2005). Theincompetent supervisors and lack of skillsamong the workers is one of the factorsaffecting quality in building construction(Alinaitwe et al., 2007). Also, the mostimportant factor inhibiting the successfulcompletion of a construction project is thescarcity of skilled personnel at all levelsespecially supervisors (Ogunlana et al.,2002).

QLASSIC assessment on aconstructionprojectshallbecarriedoutbycompetent assessors appointed by CIDB.However, result from previous researchidentified 2 several areas which needfurther improvement which are, CIDB’ssupervision during assessments by theappointed external assessors and thecompetencyoftheassessors(Mukhtaretal.,2014). In assessing the building quality,contractor supervisory staff must possessthe skills, knowledge, expertise, andcapabilities to administer the constructionwork(Maloney,2002).

II. METHODOLOGYThisstudyadoptedasurveyresearch

design.Theinstrumentthatinvolvedisasetof QLASSIC assessment questionnaire. Thequestionnaire of QLASSIC assessmentcontainedthefollowingparts:A. DemographicB. Effectiveness of QLASSIC Assessment

Process:1. Appropriateness of the QLASSIC

assessmentprocess2. Appropriateness of the project

elementsassessed3. Competency of assessor in

undertakingtheassessment4. Benefit targeted from the QLASSIC

assessment

5. Factors that a barrier to QLASSICassessment

6. Suggestion for improving theQLASSICassessmentprocess

The questionnaire was distribute tocorrespondences in the constructionindustry. The totals are 69 responses fromthe QLASSIC practitioner which comprisedof 17 clients, 29 contractors, and 23QLASSIC assessors. The data from thisresearch was analyzed using descriptiveanalysis. Thedemographicpartisanalyzedusing percentage, and the effectiveness ofQLASSICassessmentisanalyzedusingmeanvalue.

III. RESULTANDDISCUSSION3.1. TheParticipantsProfile

Part A presented the respondent’sdemographicprofile. The result inTable1determined that the majority ofrespondentsinthisstudyisacontractor,29individuals (42.03%). Most of therespondents’ project that assessed usingQLASSIC is landed housing project becausethe percentage is 39.63, higher than otherproject. There are 2 highest project valuesthat assessed usingQLASSICwhich are theprojectbetweenRM10millionuntilRM30million and project exceed RM 100millionbythecontractorgrade7.Table1AnalysisDemographicRespondent

DemographicPercentage

(%)Your association/role in the QLASSICassessmentClient 24.64

Contractor 42.03

QLASSICAssessor 33.33

TypeofprojectassessedbyQLASSICLandedhousing 39.63Strata‐titledhousing 32.32Publicbuilding 20.12

Hospital/airport 7.93ProjectValueBelowRM10million 23.44BetweenRM10‐30million 28.13BetweenRM30‐50million 20.31

ExceedingRM100million 28.13


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Table2presentedthatthemajorityofthe respondent project is located aroundSelangorandKualaLumpurarea.Table2ProjectLocation

ProjectLocation Percentage(%)

Selangor/KualaLumpur

54.43

Perak 6.33Kedah 3.80Kelantan 13.92Terengganu 1.27Johor 8.86NegeriSembilan 1.27Sarawak 6.33PulauPinang 1.27Pahang 2.53

Table 3 shows, the number of the

project audited by QLASSIC amongMalaysian contractor increased from 2007until2015.Table 3. Project audited using QLASSIC amongMalaysiancontractor(2007‐2015)No.ofproject

Year

1project

2project

3project

Morethan4project

2007 1.45% 0.48% ‐ ‐2008 1.93% 0.48% 1.93% 0.48 %2009 2.90% 0.97% 1.45% 1.93 %2010 4.35% 1.45% 1.45% 1.93 %2011 3.38% 1.45% 1.45% 1.93 %2012 6.76% 3.38% 0.97% 2.90 %2013 7.25% 2.90% 1.93% 3.38 %2014 4.83% 5.31% 3.87% 3.87 %2015 6.76% 5.80% 1.93% 4.35 %

Fromtheresults,thepercentagevalue

of contractor firmswhichhave2andmorethan 4 project that have been audited byQLASSIC increased from 2007 until2015.Meanwhile, the percentage value ofcontractorfirmswhichhave1and3projectthathavebeenauditedarefluctuated.

3.2. Appropriateness or suitability of

the QLASSIC application andassessmentprocess.The result in Table 4 shows the

appropriateness or suitability of theQLASSIC application and assessmentprocess.

Table 4.Appropriateness of the QLASSICassessmentprocessSuitability of thefollowing QLASSICapplication andassessmentprocess

Mean Description

1. Application methodand the processingtime

3.7258 Appropriate

2. Selectionof sampleandlocation

3.9524 Appropriate

3. Assessment at theprojectsite

4.0167 Appropriate

4. Fairness of theassessmentmarkingscheme

3.9355 Appropriate

5. Time taken toundertake theassessment

3.6935 Appropriate

6. Time taken to getthe assessmentresult

3.0484ModeratelyAppropriate

From the results, it found that the

entire respondents agreed thatmost of theapplication and assessment process inQLASSIC is appropriate. However, itindicated that all the respondent agreedtime taken to get assessment result ismoderatelyappropriate.

3.3. Appropriateness of the project

elementsassessedTable 5 shows; there are 3 types of

worksthatassessedinaQLASSICwhicharearchitectural works, mechanical andelectrical works, and external works. TheresultsdiscoveredthatalltheassessmentinQLASSIC for each type of work isappropriate.Themeanvalueoftheitemsisaround3.6842until4.344.

Fromthis finding, thesuitabilityof thescope/element in internal finishesassessment is very appropriate with theQLASSICassessment.Internalfinishescoverthe major part in the building includedfloors, internal walls, ceiling, doors,windowsandfixtures(internal).Becauseofthat, the weightage (%) of the internalfinished in QLASSIC assessment is highwhichis56%(CIDB,2006).

Based on the CIS: 7 (2006), thelocationofinternalfinishesassessmentwascategorized into 3 types, which are


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principal locations are major functionalplaces such as halls and rooms, circulationlocations include lift lobbies, corridors and

staircases and service locations are utilityareas such as toilets, kitchens, balconies,andyards.

Table5Appropriatenessoftheprojectelementsassessed

Appropriatenessoftheprojectelementsassessed Mean Description

SuitabilityoftheArchitecturalWorksassessed:1. Suitabilityofthesamplechosentobeassessed 3.8571 Appropriate2. Suitabilityofthenumberofsampleassessed 3.8852 Appropriate3. Suitabilityofthescope/elementsofthefollowingArchitecturalWorksassessed

a. InternalFinishes 4.3443Very

Appropriate b. Roof 3.8814 Appropriate c. ExternalWall 4.1207 Appropriate d. Apron&PerimeterDrain 3.8644 Appropriate e. Material&Functionalitytest 3.8475 Appropriate

SuitabilityoftheMechanical&ElectricalWorksassessed:1. Suitabilityofthesamplechosentobeassessed 3.9298 Appropriate2. Suitabilityofthenumberofsampleassessed 3.8596 Appropriate

3.Suitability of the Mechanical & Electrical (M&E) elementsassessed

3.7857Appropriate

SuitabilityoftheExternalWorksassessed:1. Suitabilityofthesamplechosentobeassessed 3.8772 Appropriate2. Suitabilityofthenumberofsampleassessed 3.8103 Appropriate3. SuitabilityoftheMechanical&Electrical(M&E)elementsassessed a. Link‐way/Shelter 3.6842 Appropriate b. ExternalDrain 3.6842 Appropriate c. RoadworkandCarPark 3.7069 Appropriate d. FootpathandTurfing 3.7018 Appropriate e. Playground 3.7719 Appropriate f. Court/Sportsfacilities 3.8246 Appropriate g. Fenceandgate 3.8070 Appropriate h. Swimmingpool 3.8246 Appropriate i. ElectricalSubstation 3.8621 Appropriate

3.4. Competency of assessor inundertakingtheassessmentTheresultsinTable6shows,thatthe

level of assessor competency in assessingarchitectural work, mechanical & electricalworksandexternalworksishigh.

Table6Competencyof assessor inundertakingtheassessmentCompetencyofassessorinundertakingtheassessment

MeanDescription

1.LevelofcompetencyofAssessorinassessingArchitecturalWork

4.016 High

2.

LevelofcompetencyofAssessorinassessingMechanical&ElectricalWorks

4.000 High

3.LevelofcompetencyofAssessorinassessingExternalWorks

4.180 High

IV. Benefit targeted from theQLASSICassessmentTheresult inTable7foundthatall the

respondents have a positive expectationthat QLASSIC assessment will give highbenefit for the Malaysian constructionindustry because building quality can bemeasuredbythecustomersatisfaction.Theimportance of quality has expended toconcentrate on the clients or customers’satisfaction (Adnan et al., 2000) andQLASSIC assessment can help to increasethe clients/customer satisfaction. TheimplementationofQLASSICassessmentalsocan help to build the reputation of thecontracting firm and build the projectmanagement personnel capacity inmanagingprojects inthefuture. Moreover,theQLASSICratingscorecahelpcompaniesto obtain for the sole purpose of being


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accepted by some specific tender (Suzuki,2004). Furthermore, the QLASSICassessmentcanberegardedasaneffortofacompany to improve its total qualitymanagement by addressing issues such ascost efficiency, company productivity,company efficiency and customersatisfaction which directly enhance therelated company as whole (Hwang et al.,2013).Table 7.Benefit targeted from the QLASSICassessment

BenefittargetedfromtheQLASSICassessment

MeanDescription

1Customer/usersatisfaction

4.016 High

2

Building the projectmanagement personnelcapacity in managingprojectsinfuture

4.000 High

3

Building the reputationof the company as agoodcontractor

4.180 High

3.5. Factors that be a barrier to

QLASSICassessmentTable 8 was illustrated the result to

examinetheQLASSICpractitionerresponsetoward the factors that be a barrier toQLASSICassessment. Theresultfoundthatthereare4importantbarrierfactorstotheQLASSIC assessment. First, difficulty ingetting the right skilled sub‐contractors/tradesmen to carry out theworks. Most of the available skill workersare still lack of appropriate technical skillsand knowledge (Pan et al., 2007).Moreover, Hoonakker et al. (2010) studyfoundthatskilledworkforceisanimportantaspects for improving quality. Secondly,contractors are lack of competent qualitysupervisors in controlling the projectquality.Thesupervisionofthecontractorisone of the factors that affect quality inconstruction phase (Arditi et al., 1998).Also,thecontractorskillsandexperienceisthe highest factors among the sub‐factorsthat influenced quality. (Rifat and Amer,2001)

This finding also showed thatabsence/weakness of an effective qualitymanagement system within the project isone of the important barrier factors to the

QLASSIC assessment. The study from theother researcher stated that the causes ofthe decline of construction productivitydirectly or indirectly involved poormanagementpracticesBusinessRoundtable(1983).AnotherimportantbarrierfactortoQLASSICassessmentisthearchitectsdonotpossess adequate competency to managethe quality of work at the project site.Architect is expected to visit the site fromtime to time to familiarizehimselfwith theprogress and quality of the work beingperformed by the construction team(Sapers, 2009). Therefore, a professionalconsultant is more knowledgeable aboutconstruction quality than the developersbecause they determine the constructionspecifications(Adietal.,2014).Table 8.Factors that be a barrier to QLASSICassessment

FactorsthatbeabarriertoQLASSICassessment

Mean Description

1.ThehighcostofQLASSICaudit

2.833ModeratelyImportant

2.

ManagingprojectstoachievequalitysuchasQLASSICisnotthecompanypolicy

3.217ModeratelyImportant

3.

Difficultyingettingtherightskilledsub‐contractors/tradesmentocarryouttheworks

3.767 Important

4.

Absence/weaknessofeffectivequalitymanagementsystemwithintheproject

3.650 Important

5.

Contractorslackcompetentqualitysupervisorstocontroltheprojectquality

3.729 Important

6.

The following consultant teams do not possessadequate competency tomanage thequalityofworkattheprojectsitea.Architects 3.610

2Important

b.Civil&StructuralEngineers

3.0667

ModeratelyImportant

c.Mechanical&ElectricalEngineers

3.1000

ModeratelyImportant

7.

LackoftrainingtoimplementqualitymanagementaccordingtoQLASSICstandards

3.1167

ModeratelyImportant


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3.6. Suggestions for improving theQLASSICassessmentprocessThe result in Table 9 shows the

QLASSIC training is very important toensure that the project can achieve a goodQLASSICrating.Itissuggestedforthesub‐contractors,consultantsandSuperintendingOfficer (S.O) participate in the QLASSICtraining because it can give a positiveimpact to their performance in qualityassessment.Educationandtrainingarethemost important elements affecting thequality and a quality ongoing trainingprogram has an important quality strategy(Jraisat et al. (2006); Sharmma andGudanne, (2002)). Furthermore, employeetraining is one of the factors that affectquality in construction phase (Arditi et al.,1998).QLASSIC training is one of theopportunity for the constructionpractitioner to expand the knowledge andskill in quality assessment. Also, skills ofworkers can be demonstrated once thetrainingcompleteLingetal.,2007).

Table 9.Suggestions for improving the QLASSICassessmentprocessSuggestions for improving theQLASSICassessmentprocess

MeanDescription

1

ImportanceforconsultantsandSuperintendingOfficer(S.O)toalsofollowtheQLASSICtrainingtoensurethattheprojectcanachievegoodQLASSICrating

4.2712VeryImportant

2

Importance for sub‐contractors to also followthe QLASSIC training toensure that theproject canachieve good QLASSICrating

4.4833VeryImportant

3

Importance for the projectmanagement team to havean in‐house QLASSICofficer so that the projectcanachieveagoodQLASSICrating

4.3333VeryImportant

V. CONCLUSION

Qualityassessmenthasbeenadoptedinthe construction industry as one of themethods to solve the quality problem andimprove the quality of the constructionproject. The CIDB introduced the QLASSIC

assessment as one of the methods toassessing thebuilding constructionproject.All the QLASSIC practitioners andparticipants in this study agreed that theQLASSIC assessment giving a high benefitfortheirfutureprojectandalltheelementsinQLASSICassessmentisappropriatetobeimplemented in the assessment process.However, there are 4 important barrierfactors in implementing the QLASSICassessment need to be highlighted.Therefore, the competence andknowledgeableworkers in theconstructionindustryisimportanttoimprovetheprojectquality. Meanwhile, training is one of theimportant factors to improve the sitemanagementteamcompetencyinassessingthe project and ensure the project canachieve goodQLASSIC rating. Based on theresult inthisstudy,thefuturestudywillbeconducted to identify the training andcompetencyofsitemanagementteamissuesinQLASSICassessment.

REFERENCESAbdel‐Razeq,R.H.(1998).FactorsAffecting

Construction Quality in Egypt:Identification and RelativeImportance. Journal ofConstructionand ArchitecturalManagement,(3),220‐227.

Abdel‐Razeq, R. H., El‐Dosouky, A. I., andSolaiman, A. M. (2001).A ProposedMethod to Measure Quality ofConstruction Project. InternationalExhibition Conference for Building&Construction,Egypt.

Abdul‐Rahman,H.(1995).TheCostofNon‐Conformance During A HighwayProject.ConstructionManagementandEconomics,13(1),23‐32.

AdiIrfan,C.A.,Tawil,N.M.,Johar,S., AbdRazak, M. Z., and Yahya, H. (2014).Building Condition Assessment forNewHouses:ACaseStudy inTerraceHouses.JurnalTeknologi,70(1),43‐50.

Adnan, H., Shariff, N., and Awaluddin, M.S.(2000). Issues inQuality EngineeringResearch. Internal Journal of Qualityand Reliability Management,17(8),858‐875.

Albert Chan, P. C., and Daneil Chan, W. M.(2003). A Quest for Quality


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Improvement in Hong Kong. 10thSymposium ConstructionInnovation and GlobalCompetitiveness, CRG Press. 1200‐1213.

Alinaitwe,H.M.,Mwakali,J.A.,andHansson,B. (2007). Factors Affecting TheProductivity Of Building Craftsmen‐Studies of Uganda. Journal CivilEngineeringManagement,13(3),169–176.

Arditi, D., Gunaydin, H. M, et al. (1998).Factors That Affect Process QualityInTheLife Cycle of BuildingProjects.Journalof ConstructionEngineeringandManagement,124(3),194‐203.

CIDB. (2006). Construction IndustryStandard: CIS 7: QualityAssessmentSystemfor BuildingConstructionWork, ConstructionIndustryDevelopment BoardMalaysia,KualaLumpur,Malaysia.

Construction Industry Institute (CII).(1989).The quality performancemanagementsystem: a blueprintforimplementation. Publication10‐3, Construction Industry Institute,Austin,TX.

Culp, G., Smith, A., and Abbott, J.(1993).Implementation of TQM inConsulting EngineeringFirm.JournalConstructionEngineeringandManagement,9(4),340‐366.

Hassan, A. (2009). Contextual Issues of theBuilt Environment in Malaysia.PulauPinang:UniversitiSainsMalaysia.

Hoonakker,P.,Carayon,P.,andLoushine,T.(2010). Barriers and Benefits ofQuality Management in TheConstruction Industry: AnEmpiricalStudy.Total QualityManagement.21(9),953‐969.

Hwang, B. G., Tan, H. F., and Sathish, S.(2013). Capital Project PerformanceMeasurement and Benchmarking inSingapore. Engineering, Construction,Architectural Management, 20 (2),143‐ 159.

Ibrahim,A.R.,Roy,M.H.,Ahmed,Z.&Imtiaz,G. (2010).An Investigation of theStatus of the MalaysianConstruction

Industry.Benchmarking.AnInternationalJournal, 17(2), 294‐308.

Ling, F. Y.Y. & Bui, T. T. D. (2010). Factorsaffecting Construction ProjectOutcome: case study ofVietnam.Journalof ProfesionalIssuesinEngineering EducationandPractice,136(3),78‐90.

LoveP.,EdwardsD.(2004).ForensicProjectManagement: The Underlying CausesOf Rework In ConstructionProjects.Journalof Civil EngineeringandEnvironmental Systems,21(3):207‐228.

Maloney, W. F. (2002). ConstructionProduct/Service And CustomerSatisfaction. Journal ofConstruction Engineering andManagement, 128(6),522‐529.

Memon,A.H.,etal.(2010).FactorsaffectingConstruction cost in MARA LargeConstruction Project: Perspectiveof Project ManagementConsultant. International JournalofSustainable ConstructionEngineeringandTechnology,1(2),41‐54.

Mukhtar, C. A. (2010). Understanding theUnderlying Principles of QLASSICAssessment.Bulletin TheIngenieur, 45(March‐May),51‐54.

Oberlender, G. D. (1993). ProjectManagement forEngineering AndConstruction. McGraw‐Hill, Inc.,NewYork.

OgunlanaS,SiddiquiZ,YisaS,OlomolaiyeP.(2002). Factors And ProceduresUsedIn Matching ProjectManagersTo ConstructionprojectsInBangkok. InternationalJournalofProject Management,20(5),385–400.

Pan, W., Gibb, A.G.F., and Dainty, A.R.J.(2007) Perspectives Of UKHousebuildersOn The Use OfOffsite Modern Methods OfConstruction. Journal ConstructionManagement and Economics, 25(2),183‐ 194.

Rifat N. R., and Amer, M. I. (2001).Identification Of The FactorsAffectingQuality In Building


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Construction ProjectsInGAZAStrip.unpublished.

Sapers,C.(2009).TheArchitect’sRoleintheConstructionPhase.unpublished.

Sharmma, B. and Gudanne, D. (2002), “Aninter industry study of qualitypracticesand performance”,MagazineofManaging ServiceQuality,12(6),394‐404.

Sodangi, M., Idrus, A. &Khamidi, M. F.(2010). Measuring QualityPerformance inConstruction.International Conference

on Sustainable Building andInfrastructure(ICSBI2010).

Sri Kalyana, T., Puyan A. Z., Sheryl, S., andThomas, M. F. (2016). ConstructionQuality Assessment using 3D as‐builtModelsGeneratedwithProjectTango.Procedia Engineering, InternationalConference on Sustainable Design,Engineering and Construction,145(2016),1416‐1423.

Uwakweh, B. O. (2005). Effect Of ForemenOn Construction Apprentice.Journal Construction EngineeringManagement, 131(12),1320–1327.


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VOCATIONALSCHOOLQUALITYIMPROVEMENT BYSTRATEGICPARTNERSHIPWITHINDUSTRIALSIDE

ZainalArifin

AutomotiveDepartment,EngineeringFaculty,YogyakartaStateUniversityemail:[email protected]

ABSTRACT

Theaimofthisstudyistorevealavarietyofphenomenoninschoolandindustry,inordertoevaluate

the implementationand theeffectivenessof collaborationpartnershipbetweenschooland industrial side(stakeholder)whichhasbeenappliedaswellasthepossiblebenefit forbothparties.Researchapproachusedinthisstudyisqualitativeresearchbasedonconstructionismwithmultiplerealitiesassumptionwhichisbuiltsociallythroughindividualandcollectiveperceptionwhenobservingthesamesituation.Collectingthedataisdonebyobservation,interview,inquiry,anddocumentation.Datavaliditycanbeprovedthroughtriangulationtechniquetogetthevaliddatawithdatasourcetriangulationandtriangulationmethod.Basedupontheresultofthisresearch, it isgainedtheempiricaldatainreferencetosomethingsrelatedtothecollaborationpartnershipbetweenvocationalschoolandindustryworld.Thisresearchfindingshowsthatthecollaborationpartnershipisanimportantthinghighlyneededtobewell‐developedbybothpartiestoreachtheirgoal.Keywords:vocationalschool,qualityimprovement,strategicpartnership

I. INTRODUCTION EducationalQualityisthemainfocusin

developing the education development policyas only by high quality education that willproducehighquality graduateswhoare ableto develop themselves, family, society, nationandcountry.Thequalityofeducationserviceis the last product of interaction andinterdependence feeling between the varietyof component, that are learning service andeducation administration service belong totheintegralpartofeducationservicesysteminschools.

Vocational school is a strategicprogram to serve middle level of employeeswhoownsupportingprovisionformasteringskill profession and provision abilities ofself‐developmenttofollowtheknowledgeandtechnologydevelopmentinparticularfield.

The quality of education in VocationalSchool can be measured by the quality andrelevanceof itsgraduatewith thedemand inreal life.Whileatthesametime,thedemandinaparticularfieldalwaysgrowsaccordwithproductivity and technology developmentnecessity,soas theconsequencetokeeptheapplicationofitseducationquality,vocationalschool must be ready to develop itselfcontinually.

Based on the data of each vocational

school, the executor of Lightweight VehicleEngineering Program in Yogyakarta in 2015shows some nodal problem in managingeducation and quality of vocational schoolgraduates in Yogyakarta particularly in termof absorption of graduates towards industryworld.

From ten vocational schools inYogyakarta which can be divided into twostatevocationalschools,whiletheeightotherare private schools, with approximatelyaccredited A, with the level of growingamountofstudentreachupto0,13%peryear.According to data on Department EducationinYogyakarta, it isobtainedinformationthatthelevelofstudents’achievementwhorepeatin vocational school every year is 1.04%,with an averageof dropouts reached0.75%.While the achievement of National Examgraduationreaches80.11%withtheaverageofNationalFinalExamscoreis6.42.

While the absorption of graduates tothe industry reaches 72.7% on average forthe state vocational school and 40.82% forthe private vocational school, with theaveragelengthofjobsearchsincegraduatingfrom vocational school is more than six (6)months. Besides, there are graduates whohavenotgotten jobasmuchas21.96%,andonly 4.72% of vocational graduates who


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continue their study to the higher educationlevel. However, data from private vocationalschool show that averagely 18.85% of eachclass of vocational graduates turn to be anentrepreneur.

Up to this present time, national datashows that absorption of vocational schoolgraduateinindustryworldisstilllowenough.According toThe IndonesianCentral Bureauof Statistics, data in 2008 mentions thatalthoughtherateofjobvacancystillfarlowerthantherateofjobseeker.Infact,notallthejobvacantiesarefullofitsplacement.In2007,there are 375,160 job seekers available, and300.400 job vacancy available, as well as175.540 workers are placed. The conditionshows that it has been happenedmismatchin job market (Central Bureau of Statistics,2009: 62). While in Yogyakarta, there are38,490 of employee listed (job seeker), butthe available job vacancy listed only 22,208.From the number of which, there are only17,106ofemploymentplacement.Inaddition,based on Department of Manpower andTransmigrationdataaswellasDepartmentofIndustry, Trade and Cooperatives of DIY in2008,theaverageofwaitinggraduationsincegraduated from Senior High School(Vocational School‐Senior High School) forhiring a job is around 0‐2 year as many15.220people,3‐5year7.628people,and>5year8.505people(Kompas,6March2010).

Basedonthosedatacanbefiguredrateof the educated unemployment amountparticularly on senior high school orvocational school graduates and the rate ofwaiting time of the job seeker to get job,whichshows that therelevanceofeducationimplemented well in vocational school aswellasseniorhighschoolhasnotableyettofulfill the available demand and jobcompetence available. In addition, based onCentral Bureau of Statistics data, it can beseen that almost 20% of job vacancies areignored, while the half of which are laborforces who are graduated from college anddiploma.

In the other side, unemployment rateon intermediate‐educated labor force stillshowsanupwardtrend,asavisibleimagein2007‐2008, it increases from 3.6 millionsbecome 3.9million or it is around ± 7%, indiploma education from 237.251 people

become322.836peopleor it increasesupto36%.Besidesthat,forcollegeeducationfrom348.107 become 385.418 or it increases upto 11% (managed from Central Bureau ofStatisticsdatain2008).Thisgrowingamountindicates that there is an imbalance, so itscompletion isextremelyessentialandshouldbefollowedupimmediately.

Furthermore,itisexplicitlyreportedinthe Labor and Social Trends Reports inIndonesia 2008, the International LaborOrganization (ILO) says that as many as4.5161 million people from 9.4276 millionwho are unemployed are high school andvocationalschoolgraduates(Kompas,August22, 2008). Based on data from the CentralStatistics Agency in Table 1 shows that thenumber of unemployment graduated fromsenior high school especially vocationalschool are indeed prepared to workimmediately, due to low‐absorption of avocational school graduate to qualify thelabor market then their focus competenceand expertise are being the most expectedthing.

Vocational education is considered asoneofeducationlevelinintermediateleveloftwo line education system implemented inIndonesia (Slamet, 1996). There are somedefinitions of vocational education, (1)According to Evans and Herr (1978),vocationaleducationisapartofeducationtocreate amore qualified individual in certainwork community; (2) Home Committee onEducation and Labor, (Oemar, 1990: 24)argue that it is a form of developing talent,skilled basic education and habitual actionleading towork life thoughtas skill training.Ontheotherhand,however,Suharsimi(1988:5)definesvocationaleducationasacertainorspecial education planned to prepare itsstudents to enter a certain work world oroccupationinfamilyortoupwardthequalityofemployees;(4)Brown(1979:16)tendstobelievethatvocationalengineeringeducationprogram is " ...prepared to take part in theworldofwork,eitherpermanentlyorduringa period of further education ..... be able toearna livingis invaluabletoanyone,andthenation’swork forcecanbegreatly improvedbytheadditionofskilledteenagers”.

Fromsomedefinitionsabove, it isclearthat vocational education job orientates on


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the job that makes its program aims toprepareforworking,notonlyforthesakeofskills learning to the individual in order tohave a proper life which is relevance withsociety’s needs, but also to give them skillsabout working effectively and efficiently aswell to prepare competences that arenecessary for every students after finishingthe education. Thus, the existence ofvocational education seeks to improve jobskills as much as possible so as to provideopportunity for the graduates to ready toenter theworkworld. It is asmentioned byCalhoun and Finch (1982: 64), "...ThePrinciple have not changed even though theimplementation has brought new approach,there is vocational education provides theskills and knowledge valuable in the labormarket”. Furthermore, Clarke and Winch(2007:9) deliver that the function ofvocational education is toprepare theyouthandthematurepeopletowork.

The success of vocational education inorganizing its education program cannot bemeasured by the amount of graduatedstudentsorperformancestudentonly,butalsobytheamountofvocationalschoolgraduatearehired.

For vocational education institutions,following the development of science andtechnologyisoneofthemainkeytoprepareevery graduate to help them to be ready forworking. For achieving that goal, vocationaleducation institutions must prioritize thedevelopment of education system orientedtowardstheimprovementofgraduatequalitywho are professional, hard worker,disciplinarian, and uphold to the nationculture.

Various parties say that the programsimplemented in vocational school still havenot suitablewith the fact inworld ofworkyet,havenotfulfilltheexpectedcompetencesyet that causes so many cases about thenumber of unemployment. Directorate ofVocational Education and Training andDirectorate General of Primary andSecondary Education of the Ministry ofEducation and Culture have attempted to domany efforts for improving the quality ofvocational school program by providingadditional constructions of physical facilitiesbuilding, providing practice equipment,

procurement andupgradingof teachers andimprovingitscurriculumdevelopment.

Until now, the development ofvocational education implementation hasshown a good enough result. However, itmust be realized that there are someproblems when implementing the programthatcreatesdoubtingeffectiveness,andeventhe existence of vocational education as oneoffeaturewayinimprovingcompetencesandcompetitiveness human resources are stillquestionable.Sumarno(2008)arguesthatupto nowadays, vocational education still facesqualitative and quantitative equivalenceobstacles. The former occurs due to thetechnology development in industry veryrapidly so it creates a gap betweencompetencesownedbythevocationalschoolgraduates with the competence required byindustry world, while, the latter happenbecause of imbalance between the jobvacancyandthejobseeker.

Louis L Warren (2004) thinks thatsomeproblemswhichoftenoccur,suchasthelimited tools and facilities of vocationalschools still far left behind the condition inindustry. Sulipan’s research result (2004)concludesthatthereisstillabiggapbetweenavailable tools in vocational school andindustry. Furthermore, he also states thatvocationalschoolstillunabletoempowerallpotency and resource in its environment. Ifstudents are given a chance to doself‐developmentwellbasedupon theabilityof their schools, then it does not create amaximumstudentunderstanding.Itiscausedby the limited of school’s tools ability andresources.Thus,itishighlyrecommendedbySulipan, to reach the expected competenceneeds a good cooperation between industryside and school in empowering all availablepotencyandresources.

For vocational education, thecooperation built with industry side is anappropriate thing, particularly in developingresources (Lawrence C. Scharmann, 2007).Severalstudies(MarilynJ,Amey,PamelaL,C.Casey Ozaki (2007)) suggest that thiscooperationisexpectedtomakethebestuseofitsfacilities;moreover,otherstudies(TraceAllen, 2007; and McLean, 2004) argue thatthecooperationwillbringagoodbigimpactfor those parties, particularly as tools


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improvement.Industry world as a partner must run

well and develop together with vocationaleducation world. Therefore, those partiesshouldbeabletoworktogethertoreachtheirgoal. According to Ian Smith (2006),Partnershipapproachisthebestformthatisapplicable for both parties. The previousargument is supported by Henrietta Bernal(2004)andSusanBodilly,et.al (2004),whobelieve that increased utilization andempoweringallpotencyandresourcesintheschool’s environment will help to improvethe cooperation. It is expected that theycanestablish a community that is mutuallybeneficial in solving any problemsencounteredtogether.

Startingfromthatseveralproblems,itisnecessary to do effort from educationinstitutions and business world to developeducation together, in order to achieve theirgoalswellandinharmony.Theformofwhichis toharmonize and todevelopa sustainablecommunication towards the condition anddevelopmentof industryaswell theneedsofindustry competence to be suitable withvocationalschool’seducationprogram,sothestudentswill get enough skills and adequateto compete in work world, beside that thebusiness world will have a high quality andqualified employee in accordance withspecificationandneedsrequired.

Vocational school must be able todevelopitscooperationnetworkinimprovingorganizationandtoreacheducationgoal(OriEyal,2008).Networkingisveryimportantforthe sustainability and improvement of anorganization, and even a country.Cooperationcanbeconsideredasbasicneedsfor vocational school to follow up itsproductive aspect of learning as vocationalschool’s specific characteristic. Developingcooperation network which is built byvocational schools and industry world isreallypossible forschool togiveachanceaswideaspossibleforstudentstogetsupplyofproductive skills that accords with society’sneeds.

II. METHOD

This research is intended to uncovervarious phenomenon in vocational schoolsand industry world, in order to evaluate the

implementation and effectiveness ofcollaborationpartnershipbetweenvocationalschool and industry side which has beenimplemented, as well as to know aboutbenefit gainedby those parties. To select anissue, case, or conjuncture in details and amuchdeeperonacertainprogram,thenit isused a qualitative research approach basedupon constructionismwithmultiple realitiesassumption which is socially built throughindividual and collective perception whenobservingthesamesituation.

Selected setting within this study is anatural setting which means the researcherdoes not do any treatment or experimenttowards the process and the result ofachieved program. When it is obtained aqualitative data, then the researcher analyzeitinasimple‐qualitativewaybeforeanalyzingit overall in qualitative analysis. Gainingprocess of the data is well done throughobservation, interview, inquiry, while to getthe valid data uses triangulation data sourceandtriangulationmethod.


School productivity means an ability ofschool towards the achievement of its goalsabout (1) academicals achievements (2)non‐academicals achievements (3) theamount of repeaters and (4) the number ofdropouts.Astheresultofwhich,itcanbringabetter impact to all graduates of the schoolto : (1) get a job opportunity in accordancewithhis/hercompetence;(2)getanoccasiontocontinuetheirstudytothehigherlevel;(3)develop the graduates potency for creatingtheir own business in linewith the potencythey own. In non‐academicals life, theperformance of vocational school inYogyakarta city has shown a goodperformanceineachcompetitiontheyfollowatlocallevel,province,andevennationallevel.However, for vocational school, the moreimportantthing is thenumberofabsorptionofvocationalgraduates in theworldofworkataveragely72.7%forstatevocationalschooland 40.82% for private vocational schoolwiththelengthofjobsearchsincegraduatedisaroundsixmonths.Besides, therearealsosomegraduateswhohavenotgotten jobyetasmuchas21.96%andonlyabout4.72%ofwhom continue their study to university,


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while18.85%ofeachgraduatesperyearturntobeentrepreneurs.

Implementation of vocational schoolpolicy with School‐Based QualityImprovementManagementwhichprovidesabigger autonomy for the headmaster, givesflexibility to head master and encouragesdirect participation from everyone in schooland society in improving the quality ofeducation, starting from planning step,implementationaswellasevaluationandthefollowupstep.Someactivitieswhich involveindustryinplanningusuallypackagedinformof meeting and workshop of arranging andvalidating curriculum, PKL/PSG for studentsin grade XI, training and apprenticeship forteacher and technician, competence test forstudents in grade XIII, developing productionunitandservicewhich isheld inschool,anddevelopingaclassdesignedonlyforindustry.

Alltasksandactivitieswhichrelatestothe quality development program areimplemented by team developer as one ofstrategic aspect from partnershipcooperation, which is sagaciously expectedcanbuildabetterfutureofvocationalschoolthrough sharing session (problem,information, experience and solution), inorder to encourage their self‐development ina better quality through internal dynamics,analyzing daily tasks, which is implementedby self renewal capacity, performingcompetitively in school organization that isgood in the middle of society change fast,complex,anddynamics.

In the cooperation program which isimplemented with industry world, criterionused in this evaluation is the amount of theresult that has been reached by school,particularlyforhelpingthestudentstobeableforenteringworklife.

Accordingto the findingsabove, itcanbe concluded that vocational school has notoptimize yet the networking (partnershipnetwork) which has been connected wellwith companies/industries. The networkwhich has not been reached the maximumlevel yet is used for developing school, andalsoithasnotoptimizedallpotencyofschool.Thing which needs to observe here isimplementation of vocational school issupposed to be based on ICT (informationand communication technology). In other

words,thecooperationwiththeindustrydoesnotneedtobefacetoface,butitcanbedonebycyberspace.

The model development of theimprovement of partnership‐basedvocational education quality is initiated bythe approach of education managementcomingfromthinkingofconsideration,needsand expectation of work life. It can be saidthat schools will implement society’s needanddesireaswellaswork lifewhichmeansthat it is not for obeying the government’srule only. The role and participation of thesociety are highly needed during planningprocess, implementation process, andevaluation.

It is found the strengthof cooperationbetween school and work world within themodel in which their ability collaborate tofaceallobstaclesanddevelopissues,thatareable to be transformed in a policy of theirworks. It is expected that it can occurparticipation and responsibility ofentrepreneurshipworld todevelopeducationwhich is suitable with the needs in workworld.

IV. CONCLUSION

Basedontheresultofthisresearch,itisgained empirical data related to somethingabout partnership cooperation betweenvocational schools and industry world. Thefindings show that the partnershipcooperation is an important thing that ishighly needed to build by both parties toreach their goal together. According to theresult of this research and the discussionwhich has been explained before, there aresomepointsofconclusionwhichareoutlinedasfollows.

One of vocational school’s efforts toimprove the efficiency and effectiveness ofeducationinachievinghighqualityeducationis by exploiting all resource and powersharing with stakeholder in cooperationframeofvocationalschoolandindustryworld. Vocational school should be able toobserve the achievements of educationalqualitymore sharply, especially towards thetarget andobjectivesof vocational educationwhich is relevant with industry world thatwillbeimplementedbySchool‐BasedQualityImprovement Management. The strategy to


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increase stakeholder participation can bedone by creating a new policy which issuitablewithstakeholderexpectationinorderto invite all stakeholders to contribute andhavingresponsibility towards thepolicy thathasbeenarranged.

Through this research, it is found thatpartnership between vocational schools andindustry world can bring a good impacttoward school performance, as well as infulfillingNationalEducationStandards(NES),and also in developing school, as well as inimproving absorption graduate through theimprovementofstudents’competence.

Itisexpectedthattheheadmasteroftheschool is able to develop leadership inempowering all school resources and theindustry. There are some aspects that arestronglyneededtodevelopbytheprincipaltoimprovebenefitof thepartnership,suchas :(1) To develop openness and trust betweenthe schools and industry partners; (2) Toinvolve the industry partners in arrangingschool strategic planning; (3) To empowerand involve industry partners in developingabilityandcompetenceofproductiveteacherand technician through apprentice; (4) Toempower industry partners in developingmedium and facility of learning, particularlyindevelopinglearnimgprocessinordertobein linewith the demand and the technologydevelopmentofindustrypartners;and(5)Torevitalize the function of school’s teamdeveloper inmobilizingall industrypartners’potencyindevelopingtheschoolitself.REFERENCESAllen, Trace. (2007). Building successful

partnerships:lessonsfromtheSpecialistSchools Achievement Programme(SSAP). School Leadership andManagement Journal, Vol. 27, No. 3,July2007,pp.301‐312.

Bernal,Henrietta(2004).EssentialConceptsinDeveloping Community–UniversityPartnerships.PublicHealthNursingVol.21 No. 1, pp. 32–40. BlackwellPublishing,Inc.

Calhoun,CalfreyCandFinch,AltonV.(1982),Vocational Education: concepts andoperation. Belmont: WadsworthPublishingCo.

Clarke,LindaandWinch,Christopher.(2007),Vocational Education : InternationalApproaches, Development and System,Oxon:Routledge

Lawrence C. Scharmann. (2007).ADynamicProfessional Development SchoolPartnership in Science Education. TheJournal of Educational Research.Copyright©2007HeldrefPublicationsMarch/April2007[Vol.100(No.4)]

Louis L .Warren andHenryA. Peel. (2004).CollaborativeModel For School ReformThought A Rural School/UniversityPartnership.EducationJournalVol.126No.2

Marilyn J, Amey, Pamela L, C. Casey Ozaki.(2007). Demands for Partnership andCollaboration in Higher Education: AModel. NewDirections For CommunityColleges, no. 139, Fall 2007. WileyPeriodicals,Inc.

McLean, E. James and Behringer A. Bruce.(2004). Establishing and evaluatingequitable partnership. Journal ofcommunity engagement andscholarshipVol.1No.1

Smith, Ian (2006). Models of partnershipdevelopments in initial teachereducationinthefourcomponentsoftheUnited Kingdom: recent trends andcurrentchallenges.JournalofEducationfor Teaching Vol. 32, No. 2,May 2006,pp.147–164.Taylor&Francis

Sulipan, (2004). Pengelolaan pendidikan danpelatihanberbasiskompetensikejuruanpada Sekolah Menengah Kejuruan.Abstrak Disertasi. Bandung : PPS‐UPI.Diambil dari situs :(http:/pages‐yourfavorite.com/ppsupi/disertasi2004.html.08‐2006).

Sumarno, (2008). Employability Skills danPengaruhnya Terhadap PenghasilanLulusan SMK Teknologi dan Industri,Jurnal Kependidikan LembagaPenelitianUNY,TahunXXXVIII,Nomor1,Mei2008,Yogyakarta:LLPMUNY,

Susan Bodilly, et. All. (2004).Challengesandpotentialofacollaborativeapproachtoeducation reform. RAND Corporation :SantaMonica,California


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THEQUALITYOFELECTRONICAPPLICATIONCOMPETITIONINVOCATIONALHIGHSCHOOLBASEDONHIGHERORDERTHINKINGSKILLS

Muslikhin1,Muh.Munir2,PoncowaliPranoto3

1,2,3ElectronicsEducationDept.,YogyakartaStateUniversity‐Indonesiaemail:[email protected]

ABSTRACT

Implementation of Higher Order Thinking Skills (HOTs) in Vocational High School only a small

portioncanbedonebystudentsinIndonesia,theElectronicApplicationCompetitionwasheldyearly.Thecompetitionwas characterizedHOTs, consisting of reverse engineering, prototype design, fault findingand measurement, and assembly project. This paper aims to reveal the quality of participants in thecompetitionbasedonHOTscriterions.TheauthenticassessmentandCITEquestionnaireweredistributedtomeasurequalityofcompetitionandlearningstyle.Thepopulationinthisstudywereallparticipantsofelectronicapplicationcompetition,totaling27studentsfrom26schoolsinYogyakarta,washeldon2015.Datawereobtainedfromasampleofabsolutethenprocessedusingquantitativemethod.TheresultsofelectronicapplicationqualitybasedonHOTscanbedepict: (1) thequalityof theelectronicapplicationcompetition judgedbythecriteriaHOTsonly68%ofparticipantswhohaveapplied in thecompetition,(2)theresultsofthecompetitionisdirectlyproportionaltothelevelHOTs,whichmeansthatmorehigherachievements of the participants also the better in HOTS implementation, (3) score participant candemonstratelearningstylesvaryaccordingtocriteriaofCITE.

Keywords: higher order thinking skills, learning style, electronics application competition, vocationalhighschool,CITE

I. INTRODUCTIONSince 1995 Indonesia has always

contributed to the event of ASEAN SkillsCompetition (ASC). Skill competed in theASCcoversvarious fields,oneofwhich isafield of electronic application. Until ASC XI2016 in Kuala Lumpur, the electronicapplied field continues to be competed. InIndonesia, screening process for potentialparticipantsstartedattheprovinciallevel.

AlthoughASCfocusesonskill,butthecompetitionhastheHOTscontentcoverageis very strong. It can be seen from thematerial competition is divided into foursessions; 1) reverse engineering, 2)prototype design, 3) fault finding and 4)measurement, andassemblyproject.At theactual competition tested participants notonly their skillsbut ratheron theability tothink of diagnosis, analysis, deep thinking,precise,anddecisionmaking.

The participant of competition is thechoiceofvocationalhighschoolstudentsinYogyakarta who have skills on; 1) audiovideo, 2) industrial electronics, and 3)electronics telecommunications. Generally,participants are sent to theprovincial levelhas been through the internal selection

processoftheschool.Laymenthinkthattheparticipants of the competition have thesamelearningstyleandtendtostandoutonpsychomotoraspects.Othercandidatesalsolead to the best results of this competitionleads to a particular learning style. Thequality of the results of a competitionelectronics relies heavily on the ability ofparticipants in non‐algorithmic thinking,complex, self regulation, meaningful,effortful, and provide some solutions,nuanced judgments, providing multiplecriteriaanduncertainty.

HOTsaredefinedastheexpandeduseofthemindtomeetnewchallenges,andthenew challenge is to be the best in thecompetition. The characteristic of the foursessions of such competition is part of theHOTs.HOT’sinelectronicapplicationsothisis very important. Complex thinking abilityis fundamental in the completion of thecompetition. Through the thinking skills ofparticipants will discover how to solve aproblem,thespeedandeffectivenessof thesettlement. This shows that the ability tothink is important for students to solveproblemsintheprocessofcompetition.


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HOTs is an internal process thatdevelops over time. This is an effort thattakes time in which participants have toreflect and articulate, to justify, to interact,discuss, ask all in one frame time.(Sparapani, 1998). Rate of HOTs should bedirected to cherish and fancies ability notonlymastery of the content. It has becomethe norm that the purpose of content isprioritized over think about the purpose(Zohar,2013).

That allegations needs to be studiedfurther, because in electronic applicationcompetition participants tend to havecommon criteria. According to the theoryCITEcloselyrelatedwiththeHOTssoneedsuspected that the learning style ofcompetition is not uniform (Chang, 2005:77). Problems are resolved through HOTslikeinthiscompetitionsignifiesaglimpseofthe learning style is the same. Therefore,authentic assessment results of thecompetition are an important key (Babich,et.al,1979).

Authentic assessment is themeasurement of intellectualaccomplishments that are worthwhile,significant,andmeaningful,ascontrastedtomultiple choice standardized tests.Authentic assessment can be devised byteacheror in collaborationwith studentbyengaging student voice. When applyingauthentic assessment to student learningand achievement, a teacher applies criteriarelated to “construction of knowledge,disciplined inquiry, and the value ofachievement beyond the school.”(Rajendran,2002).

Authentic assessment tends to focuson contextualised tasks, enabling studentstodemonstratetheircompetencyinamore'authentic'setting(S.Geoffrey,1998:23‐25).Examples of authentic assessmentcategories include: 1) performance of theskills, or demonstrating use of a particularknowledge, 2) simulations and role plays,and 3) studio portfolios, strategicallyselecting items. According to Ormiston,Authentic learning mirrors the tasks andproblem solving that are required in therealityoutsideofschool(Ormiston,2011:2‐3).

This framework for assessmentbegins the same way curriculum design,with the question: what should student beabletodo?Oncetheinstructoranswersthatquestion, they can then devise a rubric toevaluate how well a student demonstratesthe ability to complete the task. Becausemost authentic assessments require ajudgement of the degree of quality, theytend toward the subjective end of theassessmentscale.Rubricsareanattempttomakesubjectivemeasurementsasobjective,clear, consistent, and as defensible aspossiblebyexplicitlydefiningthecriteriaonwhich performance or achievement shouldbejudged.

Thispaperwillperceivethequalityofthe electronic application competitionwithbased on HOTs and CITE criterions. Theresultsofthisanalysisareexpectedtogainacomplete profile and learning style ofparticipants.These results arebeneficial asan input for the improvement of trainingdevelopment in Vocational High School toprepareparticipantcandidatesinelectronicapplicationcompetition.II. METHOD

The respondents were students ofVocational High School enrolled inelectronic application competition atYogyakarta State University during the2015.Atotalof27participantstookpartinthestudy,camefrom26schools.

The instrument was a CITE learningstyle consisting of 45 Likert scalequestioners, type of questions coveringtopicsinlearninghabits.Theareagroupingof HOTs was based on the criteria ofMurdoch Teachers Taxonomy (Marzano,2000). The performance of students inelectronic application competition wasmeasuredbasedontheirfinaloutput.AfourpointLikertscalewasusedtodeterminethelevel of HOTs of the participants based ontheirscores.


The results of this paper show thequality of electronics applicationcompetition were analyzed based on theHOTs criteria. The data obtained frompopulationpresentedinTable1.


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Table1.Resultofelectronicapplicationcompetition

No.Rank

groupingScoreofcompetition CITEindex Mostdominant

inCITE(average) (std.dev.) (average) (std.dev.)1. I(1‐5) 76.20 1.72 12.80 2.23 EO

2. II(6‐10) 66.00 6.87 13.80 1.94 VL

3. III(11‐15) 51.00 2.76 13.60 2.80 AN

4. IV(16‐20) 45.40 1.50 12.20 3.31 AL

5. V(>21) 37.71 1.79 12.29 1.16 EO‐AN

Table1showstheresultranking1to5 have an average of 76.20with 12.8 CITEindex, and dominant learning styles onExpressiveness‐Oral (EO). For rankinggroup 6‐10 and 11‐15 have a range that isalmostsimilaraveragesuccessiveresultsofthe competition; 66 and 51; CITE index13.08 and 13.06 respectively; and thedominance of learning styles in the VisualLearner(VL)andAuditoryNumerical(AN).

Interesting data exist on the rankinggroup> 21 where the competition resultsaverage 37.71, CITE index 10.17 with thedominant learning style in EO andAN.TheAN‐EOvalueanddecisivelyisexactly12.29.

The quality of the electronicapplication ingeneralcanbeseen fromtheexisting ranks. But if we analyze based oncriteria HOTs it will be found a patternbetween the quality and the ability tocomplete the competition. Based on thecriteria, HOTs is characterized by; 1) do ajob is not routine, doing the work ofthinking through the complex, trying tosolve the problem with many alternativesolutions, and suspected something withuncertainty and seeks stronger (Fisher1999:24).

Table2.RoleplayofparticipantsusingHOTsinfelectronicapplicationcompetition

HOTscriterions

Freq.RankGroupingI II III IV V

NotRoutineParticipants work on reverse engineering to matchthe number of components first and then draw theoutlineofthedirectioninput.

5 4 4 3 2

ComplexParticipants worked on a prototype designconsidering the existing components, input, output,and read thedatasheet that theprototype canworkperfectly.

5 3 2 3 2

YieldsMultipleSolutionsThe participant of the session working on findingfault, measurement, and repair to diagnose andanalyzethreepossiblehardwarefailuresbeforebeingmeasured.

4 5 3 2 3

InvolvesUncertaintyandEffortfulParticipants work on assembly projects by check,simulate through a laptop before transfer to thehardware, work tactically current PCB fabrication,assembly, think of all the possibility of failure andmaintain concentration in this session for 360minutes.

4 4 3 3 4

Average 4.5 4 3 2.75 2.75

Percentage(%) 90 80 60 55 55

Categories excel. goodmoder

atepoor poor


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The data in Table 2 depicts thatrankingsgroups I and II showed thequalityoftheparticipants.Thequalityinquestionisthe ability of students to use in completingthecompetitionHOTscontent.Itisseenthatfor group I and II have implemented HOTsmethods respectively 90%and80%. In thiscaseallparticipants inthegroupIworkoutoftheordinary.ForexamplewhenenteringaFault Finding, Measurement and Repairsession with time of 180 minutes, onlycompleted less than 90 minutes. DifferencetimeutilizedbytheparticipantsofthegroupI to pursue the project Assembly session.Why choose participants quickly devolveinto this session because it would bemanystages are passed. Accuracy and complexthinkingisnecessary,itlookslikeFigure1.

Fig.1Participantshavecompletedtheassembly

sessionearlierthantheothers

While the results of observations in

groupV (the lowest rank) showedonly twoparticipants who do work in non‐routine.Participants tend to think coherentlyappropriate what is in question. However,thecriteriainvolvesuncertaintyandeffortfulparticipants 55% of this group working ontheprojectassemblywiththethoughtofthepossibility of failure and try to finish asquicklyaspossible.

Interesting to observe the criteria forcomplex thinking began to group I until V,onlygroupIweretoapplythiscriterion.Therestisjusttherangeof2‐3participantswhoperform complex thinking how to solve thechallengesofcompetition.OneofexampleisshowninFigure2.

Fig.2Oneofparticipantdrawingschemewhile

othersassemblycomponents

A glimpse of how committed

participantinFigure2willbespendingtime.Instead, it made the participants tried toapply the HOTs criteria. It is means thatparticipantshavetoapplythecriteriaofnon‐routine; because the solution is differentfromeachother.Inadditiontheyalsohavetoapply complex criteria and yield multiplesolutionsinelectronicscompetition;inawaythathastakentheHOTshasbeenappliedbytheparticipants(Fig.2).

The quality of participants in theelectronic application competition veryvaried. If the percentage is only 68% thatapplyHOTs criteria inof the competition, itisstill32%thathavenotbeentappedHOTsdominatedbyrankgroupIVandV.Basedontable 1 and table 2 the quality of thecompetitioncanbepursedinlearningstylesofparticipants.

Accordingtotheprinciplesoflearningthese output were favorably affected bothinputs and processes. Therefore it can beattributed to the quality of learning stylecompetition with a tendency interesting.Quality ranking group I have the styleExpressiveness‐Oral (EO)with the ability tostand on a non‐routine and complexthinking. Ranking group II, III and IV haveindividual learning styles Visual Learner(VL),AuditoryNumerical(AN),andAuditoryLanguage (AU). As for the ranking group Vthere is a tendency to have two equallydominantlearningstyleExpressiveness‐Oral(EO)andAuditoryNumerical(AN).


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IV. CONCLUSIONBased on the result and discussion

regarding the quality of electronicapplication competition based on HOTs canbesummarizedasfollows:(1)thequalityofthe electronic competition judged by theHOTs criteria only 68%ofparticipantswhohave applied in the competition, (2) theresults of the competition is directlyproportional to theHOTs,whichmeansthatmore higher achievements of theparticipants, also the better in HOTsimplementation, (3) score participant candemonstrate learning styles vary accordingtocriteriaofCITE.

REFERENCESA. Chang, J. Ea, and O. S. Tan, (2005)

“Thinking about Thinking: WhatEducators Need to Know,” Singapore:National Institute of Education,NanyangTechnologicalUniversity,Mc.GrawhillEducation,pp.72.

A. Shahwin. (2016).1.153SiswaIkutiLombaKompetensi Siswa (LKS) SMK 2016 diMalang. Retrieved fromhttp://www.kemdikbud.go.id/main/blog/2016/05/1153‐siswa‐ikuti‐lomba‐kompetensi‐siswa‐lks‐smk‐2016‐di‐malang.

A. Zohar. (2013). Challenges in wide scaleimplementation efforts to fosterhigherorder thinking (HOT) in scienceeducation across awholewide system.ThinkingSkillsandCreativity,10,233‐249. Retrieved fromhttp://ac.elscdn.com/S1871187113000412/1‐s2.0‐S1871187113000412‐main.pdf?

A. M. Babich, Burdine, et.al. (1976) CITELearning Styles Instrument. Retrievedfromwww.spcollege.edu/hec/nip/Workshops/2011/spring/LearningStyles.pdf

ASC. (2011).RulesandProceduresofASEANSkills Competition IX. Retrieved fromhttp://archive.worldskills.org/2012AS

EAN/assets/document/Annex_6_‐_rules_and_procedures.pdf

DITPSMK (2016). Informasi Bidang LombaKompetensi Siswa (LKS) SMK Tahun2017 Retrieved fromhttps://pesertadidik.ditpsmk.net/artikel/56/informasi‐bidang‐lomba‐kompetensi‐siswa‐lks‐smk‐tahun‐2017.

F.Sparapani,E.(1998).Encouragingthinkingin high school and middle school:Constraints and possibilities. TheClearing House, 71(5), 274‐276.Retrieved fromhttp://ezproxy.um.edu.my:2057/stable/pdfplus/10.2307/30189372.pdf

M. Ormiston. (2011).CreatingaDigital‐RichClassroom: Teaching & Learning in aWeb2.0World.Solution.TreePress.pp.2–3.

N. Rajendran, (2002). Using constructivistapproach to teach higher‐orderthinking skills: Transforming teachingpractice to facilitatemindful learning.Paper presented at the 10thInternational Conference on Thinking.Retrieved fromhttp://www.nsrajendran.com/documents/articles/harrogate2002.pdf

R. Fisher, (1999). Thinking skills to thinkingschools: Ways to develop children’sthinking and learning. Early ChildDevelopmentandCare,153,51‐63.

R. Marzano, J. (2000). Designing a newtaxonomy of educational objectives.ThousandOaks,CA:CorwinPress.

S.Geoffrey;F.M.Newman(1998).AuthenticIntellectual Work in Social Studies:Putting Performance before Pedagogy.SocialEducation,vol.62.1:23–25.

W. Tindall, L. et. al. (1980). Puzzled abouteducating special needs students?: Ahandbook on modifying vocationalcurricula for handicapped students.Madison, WI: Wisconsin VocationalStudies Center, University ofWisconsin.


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LABORPRODUCTIVITYUPWITHDEBURRINGTOOLINGEARPROCESSING,

ACASEOFSTUDENTINDUSTRIALINTERNSHIPPROGRAM

GamawanAnanto1,AjiYudistira21,2MechanicalEngineeringDept,BandungStatePolytechnicForManufacturing


ABSTRACT

This is a case in one mid scale industry who produced kind of gears for certain engine foragriculturemechanization.Theviewedtopicisonlyshapinganddeburringprocessthathadtobecarriedout to the four gear sub variants which are highlighted separately from the whole task series in thesystem.Itisfoundthatthisdeburringisdoingbyhandworkmanuallyandcausedconsequencessuchasrisksfromsafetypointofviewandcompulsionofspecialoperatorassignment.Inthisprogramtherewasonediplomastudentwho followed the Industrial InternshipProgram in such company that is involvedand had to participate into the development team. Qualitatively, the action steps are formulate theproblem in existing operation, collect and analyze its data, and define possible recommendation orsolution.ADeburringToolthencreated,designed,manufacturedandimplementedasatrialinonegearsubvariantthatisoperatedintegratedlywiththeshapingmachineprocess.Asitissuccessfullyworked,theotherfourunitsarefollowedtobemade.Usingthistools,inadditiontooneoperatorwhoassignedforriskymanualwork isomitted, the totaloutputcouldbe increasedupto121 from98perdayand laborproductivitybecame3.7 insteadof2.4piecespermanhourpreviously.Moreover; it isproven that theIndustrial Internship Program is beneficial to the educational institution, the students, and the hostcompanywheretheinternsassignedto.

Keywords:productivity,studentinternship,manufacturing

I. INTRODUCTIONThis manuscript examines a case in

onemidscaleindustrywhoproducedkindofgears for certain engine for agriculturemechanization. As each product of gear hasnumberofprocessseries,theviewedtopicisonly successive shaping and deburring thathad to be carried out to the four gear subvariants which are highlighted separatelyfromthewholetaskseriesintheproductionlinesystem.Itisfoundthatthisdeburringisdoing by hand work manually by oneoperator who get the works that is flowedfrom four different machines alternately.Apparently,thismanualdeburringprocessisnotthatelegantduetoseveralconsequencessuchasriskyworkfromsafetypointofviewand compulsion of special operatorassignment.

The urge is to find possibility toimprove such condition. As known,deburring is a process that has to be doneaftergeartoothprofilemachining.Thereforea substitution for this manual work is theninitiated, with a simple tool that could

execute smoothen the workpiece cornersaround. If so, the number ofworkstation oroperatormightbereconsideredtodecrease,thatisprobablyalsorelatedwiththeoreticallaborproductivity,mentionedwith quantityofunitproduceddevidedbymanhoursused(HeizerandRender,2006:310). Inorder tocheck the better amount of product outputregarding such productivity and alsoposibilityof capacity improvement, it is finetouseSPT(shortestprocessingtime)waytodotheproductsequencingthatminimizesitsflow time (Aeunike,2012:14‐16;Heizer andRender,2006:586).

Basically, the purpose is just toimprove the productivity of the productionsub line through a tool for substituting themanualdeburring in fourgear subvariants.Moreover, involvingthestudent internsintothe assigned team caused he or she couldcould reach more experiences throughexploring ideas and competency to improvesomething around in the workplace theyresponsible for, as it proven that theinternship program is beneficial to the


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university, the students, and the hostorganizations(MgayaandMbekomize,2014:142). Particularly, the students are gainingprofessional maturity before entering therealworkplaceasgraduate engineers (Doel,2009: 172). The assigned students in suchcompany are involved to its daily technicalactivities, as the fact in some cases thatinterns was treated like full time staff(Bukaliya,2012:130).

II. METHODSince the interns student is involved

into the small team to improve such work,such assignment will also help him/ her tounderstandtheorieslearntinclassroomandenhanced their learning and understandingofissuesrelevanttotheirparticularareasofstudy (Bukaliya, 2012: 130). The following“Fig.1” shows steps of action to solve thepotential problem they faced which arereferred to organization standardprocedures.

Fig.1.Stepsofactions

Qualitatively,theactionstep(Kuntjojo,

2009: 16) is started with determine theproblemthroughelaboratetherelatedthingsinexistingoperation; collectandanalyze itsdata; define possible improvementpossibility,recommendationorsolution;‐‐inthis case‐‐ create an equipment or tool toanswer the problem or something that willbeimproved.ADeburringToolthencreated,designed,manufacturedandimplementedasatrialinoneproductsubvariantmachine.Ifthe trial successfully works, it then will becreatedand implemented for thenext threemachines.

III. RESULTANDDISCUSSION3.1.ExistingOperation

In a mid scale industry, a part of oneproduction line of four gear sub variants istaken for improvement, that is consist ofshaping and deburring operationsuccessively. The shaping process aspredecessor task use four defferentmachinesforeachsubvariant,buttheyflowinto one work station or operator, whoexecutes the shaping product outputalternatelyfordeburring,asshownbybelowmentioned “Fig.2”. The identity of eachproduct is avowedbyA,B,CandDwith its

shapingprocessing time (Ts) anddeburringprocessingtime(Td)aswell,inminute.

ThefirstoperatorOPR‐1isassignedforA,B,CandDproductthatuseseachshapingmachine sequently, whereas the secondoperator OPR‐2 had to do the deburringprocess for all of A, B, C andD in the samework station or equipment. This OPR‐2, asstated previously, is doing teh deburringprocess by hand work manually with itsconsequencesandrisksofwork.

Fig.2.Theexistingprocessdiagram

The following “Table 1” shows theoperationtimeofshaping(Ts)anddeburring


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(Td) in alphabetical order, that issummarizedfrom“Fig.2”.

Table1.Shapinganddeburringoperationtime

ProductTs(minute/

piece)Td(minute/

piece)ABCD

16.6915.1716.8013.77

3.252.508.753.80

Due to SPT (shortest processing time)method in sequencing, “Table 2” thenmentioned the SPT order for deburringprocess that is taken from shaping output.With the normal working time 8 hours perday, the capability of each product iscalculated through 480minutes devided byitsoperationtime,thatisroundeddown.

Table 2. Shaping SPT ordered and outputcapability

ProductTs(minute/

piece)Cap(pieces/

day)DBAC

13.7715.1716.6916.80

Total:

34312828121

Instead of using graphical gantt chart,theachievementofdeburringprocessoutputisexplainedin“Table3”,thatdisplayedupto4cyclesforcheckpoint.Itisshownthatthefirst product (B) had the flow time that isobtained from its Ts added with its Td:15.17+2.5=17.67, whereas the next (A) isresulted from itsoperation timeaddedwithpreviousfirstBflowtime:17.67+3.25=20.92,and do so to the next amounts in suchcolumn down. For the next cycle that isstartedwithBagain,isfilledwithadditionofC amount as the last product flow time onthe first cycle to its operation time

33.47+2.5=35.97, and do so to the nextamounts in such column down, andcontinuingtothenextcycles.

The right section of the table showstheresultofdeburringprocesscapability inpieces per day, that is calculatedconsecutively: ‘hourspercycle’ fromcycle‐4devided by 60, ‘cycle per day’ that iscalculatedfor8hoursand‘piecesperday’bymultiplying with 4 cycles, that are allroundeddown.

3.2.Deburringtoolforimprovement

Fig.3.Thegearcuttingprinciple

Considering explained obstacles, an

equipment or tool is initiated to substitutemanual handling for deburring process. Adeburring tool is designed, manufacturedand implemented as a trial in one gear subvariantthatisoperatedintegratedlywiththeshaping machine process. The concepts ofsuchtoolsiseasilyadoptedfromthecuttingmovementofmanualworkforsmoothentheworkpiece corners. In shaping process, it ismentioned on “Fig. 3” (Sharma, 2013: 21)that the gear cutting motion is verticaldownward while rotating both theworkpieceandthecutter.

Table3.Deburringprocessachievement

ProductTd(minute/

piece)Cycle‐1 Cycle‐2 Cycle‐3 Cycle‐4

Hours/cycle

Cycle/day

Pieces/day

BADC

2.503.253.808.75

17.6720.9224.7233.47

35.9739.2243.0251.77

54.2757.5261.3270.07

72.5775.8279.6288.37

1.211.261.331.47

6.616.336.035.43

Total

2625242298


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As the side result of cutting process,the burr appears on the bottom of theworkpieceandshouldbecuttedawayeasilybymoving a sharpbladehorizontalyon therelatedsurface.Thedesignofdeburringtoolunit that substitutedmanualwork is shownon“Fig.4”.

Fig.4.Thedeburringtoolunit

Thisdeburringunitconsistsofseveralcomponentssuchasblade,upperslide(partnumber 2), tool holder unit (part 6), height

adjuster (8) and pneumatic cylinder (12).Howthisequipmentworksasshownon“Fig.5”. This deburring tool attached with theshaping machine, that also called hobbingmachine in several cases. Before start withthe operation, the height position of theblade has to be adjusted according to thedimension of certain workpiece, and has tobedoneonceforthefirstworkpieceonlyasthepartofsetupprocedure.

Thesubunitofupperslidethenmovesfrom the ready position to the workingpositionbelow the surfaceofwork, and theoperation starts. While cutting operationoccurs and both thework and cutter turns,the burrs will be cutted off by such bladealong the rotation. At the end of operationthe sub unit of upper slide moves back toreadypositionfornextpreparing.Duringthetrial of this first prototype for one gear subvariant, refinement in minor improvementsfor necessary detail are held when itsoperation or function is not that suitablewiththeplanneddesign.

Fig.5.Howthedeburringtoolunitworks3.3.Impactandbenefit

As the first prototype is successfullyworked,theother fourunitsarefollowedtobemadeforthenextfourshapingmachines.Using this tools, the manual deburringprocess byOPR‐2 is not needed any longer.Thebenefitisthatriskymanualworkisquiteeliminated and from the cost side is moreeconomicduetooneworkforceommitting.

Futhermore, the total output of thesystem is increased since the remain

operation is shaping only that operated byOPR‐1,thusithad121piecesperdayoutputas stated on “Table 2”, compared withprevious achievement of 98 pieces per dayon“Table3”.

In addition, the increment of laborproductivity could be also calculated as121:(8x5)=3.7 pieces per man hour afterimprovement from 98:(8x5)=2.4 pieces permanhourpreviously.


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IV. CONCLUSIONInamidscale industrywhoproduced

kind of gear, one task in its production linethat is operated manually, substituted bydeburring tool. This improvement couldincrease its product output up to 121 from102perday,whereasthe laborproductivitybecame 3.7 instead of 2.4 pieces per manhour previously since one operator isomitted. As an interns students is involvedand contributed in assigned team for suchimprovement,itisproventhattheIndustrialInternship Program is beneficial to theeducationalinstitution,thestudents,andthehostcompanywheretheinternsassignedto.REFERENCESAeunike, (2012), Perencanaan dan

Pengendalian Produksi, TIN 4113,Universitas Brawijaya,http://aeunike.lecture.ub.ac.id/files/2012/12/Pertemuan‐13‐14‐PPC.pdf,downloadedonJuly2016.

Bukaliya Richard, (2012) The PotentialBebefits and Challenges of InternshipProgrammes in an ODL Institution: ACaseforTheZimbabweOpenUniversity,International Journal on New Trends

and Their Implications, Volume: 3,Issue:1,Article:13,ISSN11309‐6249.

Dan Reid R. and Sanders Nada R., (2005),Operations Management, Wiley, 2ndEdition.

Doel Susan, (2009), Fostering studentreflection during engineeringinternships, Asia‐Pacific Journal ofCooperativeEducation,10(3),pp.163‐177.

Heizer Jay and Render Barry, (2006)OperationsManagement,PrenticeHall

Kuntjojo, (2009), Metodologi Penelitian,https://ebekunt.files.wordpress.com/2009/04/metodologi‐penelitian.pdf,downloadedonJuly2016.

MgayaK.,andMbekomizeC.,(2014),Benefitsto host organizations fromparticipating in internshipprograms inBotswana, Asia‐Pacific Journal ofCooperative Education, 15(2), 129‐144.

SharmaVikrant,(2013),GearCutting,ME312ManufacturingTechnology,MechanicalEngineering Dept, FET‐MITS,http://www.slideshare.net/shunty12/4‐gear‐manufacturing, downloaded onJuly2016


3‐6

DEVELOPMENTOFCONTEXTUALLEARNINGTOINCREASETHESTUDENTKNOWLEDGEOFPILES

INFOUNDATIONENGINEERING

NurlitaPertiwiUniversitasNegeriMakassar

E‐mail:[email protected]

ABSTRACT

One competency to be achieved by the students in the engineering foundation course is theknowledgeaboutthemechanismofmountingpiles.Incontextual,thesemechanismsisverydifficultduetothecomplexityoftheequipment,stageworkandcomplextechnicalrequirementsTheobjectivesofthisresearcharetodevelopaContextualModelLearningtoincreasetheknowledgestudentaboutworkingofpileasfoundationengineeringandtomeasuretheeffectivenessofmodel.Thedevelopmentmodelrefersto Dick and Careymodel learning. The trial ofmodelwas conducted on 30 studentswhowere takingcoursesfoundationengineering.TheeffectivenessofthemodeliscalculatedbyNGainanalysisbasedondata from the pre‐test and post test. The result shows that : 1) The learningmodel used prototype ofworking method of pile. The prototype evaluation includes equipment, stages of processing and thetechnicalrequirementsofthepile.2)Effectivenesslearningmodelwasevaluatedonimprovingstudents'knowledgeoftheworkingmethodsofpilefoundation.ThelearningmethodisconsideredeffectivebasedontheN‐Gagereachedbythemajorityofstudentsinthehighcategory.

Keywords:contextuallearning,pilesmethod,learningmodel

I. INTRODUCTIONCompetence of graduates in TVET

institution must be in accordance with thedevelopmentofindustry.Itisarequirementof the policy of the ASEAN EconomicCommunity.BuildingEngineeringEducationis one of the courses that require technicalabilities of graduates in the field of CivilEngineering. Therefore, the progress of theconstruction industry should be wellunderstoodbyeverygraduate tobeable tocompetewith human resources from othercountry.

OneofthesubjectsattheDepartmentofTechnicalEngineeringBuildingEducationis a foundation that provides anunderstanding of the foundationwork.Onetype of foundation that is difficult tounderstandbythestudentsistheprocessofimplementation of the work piling. This iscaused by the use of complex equipment,stage work and the complex technicalrequirements. Therefore, it is necessary todevelop an effective learning model canimprovestudentknowledgeabouttheworkpiling

One model of learning which isassessedaccordingtothesedifficulties is to

providestudentswithexperienceintherealworld. With this experience, students canbetter understand the stages ofimplementationoftheworkpiling.

Contextual teaching and learning is aconception of teaching and learning thathelpsteachersrelatesubjectmattercontentto real world situations; and motivatesstudents to make connections betweenknowledgeanditsapplicationstotheirlivesas family members, citizens, and workersand engage in the hard work that learningrequires(BernsandErickson,2001).

Experienceworkmanshippilescanbeprovided by using a prototype mediadepictingamodelsetoftoolsandajobstepstake in the field. In addition, students alsohave to understand the concept of loadtransfer of the stake to the ground. Thereare two functionofpile foundationsare totransmitafoundationloadtoasolidgroundandtoresistvertical, lateralandupliftload.These piles transfer their load on to a firmstratum located at a considerable depthbelow the base of the structure and theyderivemost of their carrying capacity fromthepenetration resistanceof the soil at thetoeofthepile.


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The pile behaves as an ordinarycolumn and should be designed as such.Even in weak soil a pile will not fail bybuckling and this effect need only beconsideredifpartofthepileisunsupported,i.e. if it is in either air or water.Load istransmitted to the soil through friction orcohesion. But sometimes, the soilsurrounding the pile may adhere to thesurface of the pile and causes (Abebe andSmith,2003).

Specifically, Kelley (2001) stated thatthe prototype is one of problem solving tointroduce a product or service. Prototypemethod makes it easy for others to

understand a series of complex projects.Prototypeisgoodtogivethedevelopmentofthought for others that foster innovationandmotivation.

Pile foundationworks to support theload of the building and transmit loads tothe ground towards the base. The bearingcapacityofpilefoundationshouldbegreaterthan the large expenses incurred so that itcan withstand the building safely.(Tambunan, 2012). Installation of precastpile is commonly done in the field is to dowithahammerpulverization.

Preparation of

piles

Positioning of piles

Lashing of piles

Centering of piles

Driving of piles

Steel : Reinforcing, Cleaning, Splicing and Lagging

Pile driver is brought into position with the hammer and cap at the top of the leads

The pile is centered under the pile cap, and the pile cap and hammer are lowered to the top of the pile.

The hammer is raised and dropped to drive the pile Driving should be started slowly, raising the

hammer only a few inches until the pile is firmly set

the pile line is lashed about one third of the distance from the top of the pile, the pile is swung into the

helmet, and the tip is positioned into the lead

Fig1.InstallationofPile(AbebeandSmith,2003)

Piles stake system can be done with

hydraulic drop hammer system and jackedpilingsystem.MethodDropHammerSystemhas the following technical specifications:type of pole used is triangular (28 cm; 32cm) or rectangular (20 cm; 25 cm), Heighfallofhammeris1meter,weightofhammeris1500kg.Theadvantageofthismethodisthe costofmobilizationanddemobilizationof equipment cost as well as setting theequipment quickly. Methods hydraulicjacked piling system with technical

specifications: type of pole used isrectangular (20 cm; 25 cm), rectangularpress capacity of 20 cm is 70 tons,rectangular press capacity of 25 cm is 100tons, and the system of press jaw system.The advantage of this method is very littlevibration when lining and no noise from ablow hammer because it uses a hydraulicsystem.(Nurdiani,2013)

Intheprototype,thenecessarystagesof processing the stake. Indetail the stagesareshownintheFigure1.


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II. METHODThedevelopmentmodelreferstoDick

and Carey model learning. The steps oflearningdescribedintheFig.2.

The trial of model was conducted on30 students who were taking coursesfoundationengineering.Theeffectivenessofthe model is calculated by N Gain analysisbased on data from the pre‐test and posttest. Samples were students of BuildingEngineering Education that measuring theeffectiveness of the learning model wascalculatedusingtheGaintestusingtheHakeformula(Meltzer,2002)

N‐Gain =effectivenessofmethods Spost =PosttestScore

Spre =Pretestscore Smaks =HighscoreInterpretationof the resultsofNgainmadebasedontable1.

Figure2.Stepsoflearning

Table1.N‐gainCategory

Value Category

G>0,7 High

0,3<G≤0,7 Moderate

G≤0,3 Low

Source:Meltzer,2002

III. RESULTANDDISCUSSION3.1. LearningDevelopmentModel

Stagesoflearningmodeldevelopmentisdoneinstagesasfollows:

GoalsoflearningThe learning objectives are achievedknowledge of foundation engineeringstudents about the concept of load transferfromthefoundationtothegroundaswellastheknowledgeof studentsabout the stages

of processing the pile foundation withhydraulic jack system. This concept is thebasis for students of Building EngineeringEducation in the development of theknowledge of the concept of other types ofpilefoundation.

InstructionsIn theory Bowless, Foundation is a part ofengineering systems that transmit the loadsupported by the foundation and its ownweighttoandintothesoilandrockthatliesunderneath. Pile foundation is part of thestructurethatisusedtoreceiveandtransfer(distribute) the load of the upper structureto support land located at certain depths.Pilesarelongandslenderthatdistributetheload to the ground. Themainmaterials ofthe pole is wood, steel, and concrete. Pilesmadeof thismaterial arebeaten, drilledor

Identify goals

of learning

Analyze of instructions

Find about the behave and characteristic of learners

Identify objectives of learning

Measure learners’ progress

Identify the strategis

Identify and prepare relevant

learning materials

Conduct Formative Evaluation of your

instruction.

Conduct Summative Evaluation


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inthejackintothegroundandconnectedtothepilecap(poer).

Additionally, depending on soil type,material characteristics and loaddistribution poles are classified differently.In Indonesiakindofpilingonthemarket isspun pile, square pile, triangle pile, sheetpile,andothers.Pilefoundationbytheuseofmaterials and structural characteristics.Piles can be divided into several categories(Bowles,1991)include:woodpiles,concretepiles, Cast in Place Pile, steel piles, pilescomposite.Planningstakeofpilessupportedby the data carrying capacity of the land.This is calculated based on thecharacteristicsofsoil.

Furthermore,thedeterminationoftheminimum depth of eligible security on thecarrying capacity of land has beencalculated. The size and depth of thefoundation is determined by the carryingcapacitypermittedtobeweighedagainstthedecline of tolerance. If it turns out theresults of the count are divided ultimatebearing capacity factors resulted in adecrease of excessive, foundationdimensions changed to a large decrease ineligible.

Implementation of the stake of thefoundationcarriedwithphase:Piling Site preparation; Preparation toolsand access piling aremobilization tool. Sitepreparationshouldalsoconsidersoilstobeabletosupporttheweightofthetool.Whenthe elevation of the head end of the stakewas below the original ground surface, theexcavationmustbecarriedoutbeforepiling.Preparation of the piling in the ground;Preparation of the pile stored in the fieldshouldconsiderliftingpointandthefulcrumforthestorageofmaterial,accordingtothetechnicalinstructionsofthemanufacturerofthepiling.Checkupthematerialpiling;This ischeckperformedtoensurethatthematerialpilingin accordance with the technicalspecificationsofthejob.Materialpilesmustmeettheserequirements:- Nocracks,defectsandbroken- Cross‐sectionalsizeandlengthshouldbe

in accordancewith the specification andplacementonconstructiondrawings.

- Ageofconcretemustbesufficientforpiling.

Preparationofpilingtool;Pilingtoolswiththiskindofdrophammershouldnotbelessthan the amount of weight the pole alongwithahatpiling.As for thedieselhammer,weighthammercannotbelessthanhalftheweight thepoleand its totalpilingcapplus500kgandaminimumof2.2tons.Implementation of Piling; Piling ejectedusing a crane. Monitoring theimplementation of the piling is by placingthe pole at the point of the plan andexamined the verticality of the twodirections (X‐Y cross section piles). Duringthe execution of piling, high‐fall hammeralsomonitoredsoasnottocausedamagetothepole.Connectionofpiling;After piling the firstset, to connect the second pillar should beresiduethepilesonthegroundaslongas30cmforeasyweldingpole.Piling pole connection; For piling poleconnection, the activities carried out at thetimeofthepreviouspiling.Finaldecisionsettodeterminewhenterminationpilingbasedon decline of pole when hit. Decision ofkalendering at the piling when nearing thetop of pile required then implementedkalenderingprocess.CharacteristicoflearnersCharacteristicsoflearnersismostlyhadlowknowledge about the process ofimplementationof thework thepiling. It isobtained from the pre test that shows theaveragevalueof15.166.StrategicLearning strategy chosen was to create aprototype of piling activities. Thismodel isdesignedtofacilitatestudentstoobservethestages of piling in the field. The tools usedare:‐ Aquarium as a soil media to illustrate

clearly the working conditions on thework of piling actual field. Aquarium ismade of fiber with a length of 40 cm,width10cmandhigh30cm.

‐ Leadercranetoillustrateasteelbeamasareferencearealhammer.Thistool isapieceofmetalpipewithaheightof±20cmandcarriedpieceslengthwiseusinga


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handgurindawhichservesforanchoringthe crane hammer stand and made asmallholeinthetipoftheironpipepiles

‐ Hammer cranes are piling hammerbeater serves togrind thepilingusedasthefoundationofaconstructionfield.

‐ Pole stake illustrated with a plain irondiameter10cmlengthscaled.

Prototypemodel is presented in the Figure3.

Figure3.PilingProcessPrototypeModel

Thelearningmodelisappliedtotheclassbythe number of students by 30 participantswithstage:‐ Providesanunderstandingoftheconceptthepilingandloadtransfer.

‐ Provide a description of the type ofequipmentusedinthepiling

‐ Describe the piling stages of processingwhich is accompanied by ademonstrationontheprototype.

‐ Toevaluatethelearningoutcome LearnersProgresTheresultsobtained in the learningprocessis an increase in student knowledge abouttheprocessofpiling.Itisbasedonthevalueofposttestresultsthatshowedanaverageof71.3orhighcategory.ObjectiveofLearningByusingaprototypemodel, theobjectiveoflearning is achieved. It’s indicated by theincreasing of student knowledge. Thiscondition is supported with increasedstudent motivation with their prototypemodels.

EffectivenessofLearningModelsAs theevaluationof the learningmodel, the

measurement of the effectiveness of the

methods of N‐Gain. Results of this analysis

arepresentedintheTable2:

Table2.TheAchievementsofStudentKnowledge

N‐GainCategory

Frequ‐ency

Percen‐tage

Low 0 0

Moderate 13 43.33

High 17 56.67

Based on the results in the Table 2

indicate that most of the students have

increasingknowledge.ValueofN‐Gaininthe

highcategory.Thisshowsthattheprototype

model that is effective in achieving the

learningobjectives.

Model‐based contextual learningwhich are prepared using the prototypestageofDickandCareyisshowntoimprovethe learning process is the increasedmotivation of students to understand thelearning content. With motivations, moreconducivelearningenvironmentandsupporttheachievementoflearningobjectives.By knowing the real situation in theconstructionworld aswell as the problemsfacedintheprocessofpilingpoles, thentheskills students will increase. This issupported by Berns and Erickson (2001)that the knowledge and skills relate tostudents lives either now or in the future.Real‐world situations and problems rarelyrepresentonlyonediscipline.The intent forthe level of learning to rise so the studentscan better understands life situations (e.g.,those presented at the workplace), identifyand effectively solve problems, make wisedecisions,andthinkcreatively).IV. CONCLUSIONThe learning model used prototype ofworking method of pile. The prototypeevaluation includes equipment, stages ofprocessingandthetechnicalrequirementsofthe pile. Effectiveness learning model wasevaluatedonimprovingstudents'knowledgeof the working methods of pile foundation.The learningmethod is considered effective


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based on the N‐ Gage reached by themajorityofstudentsinthehighcategory.

.REFERENCES

Abebe, Ascalew and Smith, Ian (2003) PileFoundation Design : A Student Guide.School of the Built Environment,NapierUniversity,Edinburgh.

Berns, Robert. G and Erickson, Patricia.M.(2001). Contextual Teaching andLearning: Preparing Students for theNew Economy. The Highlight ZoneResearch. U.S. Department ofEducation.

Bowles, J. E. (1991) Analisa dan DesainPondasi, Edisi keempat Jilid 1,Erlangga,.Jakarta

Kelley, T. (2001) Prototyping Is TheShorthand Of Innovation. DesignManagementJournalSummer2001.

Meltzer, David. (2002) The RelationshipBetweenMathematicsPreparationandConceptual Learning in Physics: aPossible ‘HiddenVariable’InDiagnosticPretest Scores. American Journal ofPhysics.70,1259–1268.

Nurdiani, (2013). Pekerjaan Pondasi TiangPancang: Cara Pemancangan, KendalaDanTeknologiTerbaru.ComTechVol.4No.2Desember2013:776‐784

Tambunan, Johnson. (2012). Studi AnalisisDaya Dukung Pondasi Tiang Pancang.Jurnal Rancang Sipil Volume1Nomor1,Desember2012.


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MOBILELEARNINGTRENDSANDCHALLENGES

FORVOCATIONALEDUCATIONININDONESIA

RidwanDaudMahande1,HermanDwiSurjono21EngineeringFaculty,PepabriUniversityInMakassar2EngineeringFaculty,YogyakartaStateUniversity


ABSTRACT

I. INTRODUCTION

Vocational education as anemployment‐oriented education shouldprepare workers to meet the new needs ofthe industry through changes in vocationaleducation system. This setup confirms theimportant role of vocational education inpreparing students who have qualified andreliable resources through a combinationofknowledge,skillsandattitudesinaccordancewithtechnologicaldevelopmentsinordertocompeteandenterthelabormarket.

Currently, the advances of technologyconfirmthatthemodernizationofvocationaleducation through ICT‐based learningemphasizing aspects of technologicalinnovation skills together to prepare acompetenceoflearnersofthe21stcenturyisabsolutely necessary. Modernization oflearning based on a statement by Wilson(Zarini et al., 2009) confirms that theintegration of ICT in vocational educationwill dominate the 21st century. Theselessonsemphasizetheconceptoftechnologythat requires basic math, science,collaboration, communication skills, media

literacy, independent study and anunderstanding of technology in generalwhich is very important to improve thecompetence of students in vocationaleducation.

The challenge of the change ineducationworldinthe21stcenturyisinlinewith the statement of Wagner (2008) thatthere will be three fundamentaltransformation that require attention in thenear future, namely: (1) the rapidevolutionin this era of global knowledge economywhich isvery influentialontheworkworld,(2) sudden changes in the availability oflimited information in number becomescontinuous and abundant information, and(3) the impact of increased media andtechnology on youth’s learning and theirrelationshiptothevirtualworld.Separately,therethreetransformationsarecertainlybigchallengestothecurrenteducationincludingvocational education. Therefore, thisfundamentally forces us to rethink what tolearn and how students should learn intoday'sglobalera.

Mobilelearningisthedevelopmentofe‐learningandbeing anewtechnologytrendinvocationaleducationormodern learning.However, someof the challenges that occur in the ownership ofmobiledevicesbycitizensofvocationalschoolsaretheacceptanceofmobiledevicestechnologyformeaningfullearning, learning theory underlying the utilization, readiness of school community, ability of teachers,challenge of physical and social factors, inappropriate content for education and the absence of formalrules underlying the use ofmobile learning in vocational education. To overcome these, then the firstthingstoconductarestudyingtheuseofmobiledevicesforlearning,appropriatecontentindicatorsforvocationaleducation,attitudesandbehaviorofuserstousemobiledevicesforlearning,andinteractionoflearningcollaborationthroughmobiledevices.Thisstudywasconductedbyusingandlinkingparadigmoflearningtheory, theoryofFRAMEmodelandtechnologyacceptancetheory(TPB,TAMandUTAUT2)toidentifyanddescribethevariousaspectsofthetheory.Thisstudyisapreliminarystudywhichisexpectedto contribute to the formulation of policies regarding the implementation and development of mobilelearningforvocationaleducationinIndonesia.

Keywords:mobilelearning,vocationaleducation,modernlearning,challenges


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The transformation has clearlyaffected the social life and the work worldwhich are the bases or the orientations ofvocationaleducationitself.Thechangingjobprofiles and the quality of labor emphasizetheaspectsofcomputertechnologyusingtheinternet/intranet in the working process tothe impact on the quality needs of workerswhohavethetechnologicalcompetence.Itisclearly seen as the booming technology,especially on computers to mobile devicessuch as smartphones and tablets withadvanced application are very close to theusers, especially learners who will be theready‐to‐workgeneration.

This development certainly needs tobe directed so these technologies havebenefits for the development ofcompetencies according to changes in theworld of work and industry. Developmentsin information and technology with a verylarge investment are expected to build thenew values of learners’ community life tobecomemoreproductive,beabletomanageand optimize technology resources to takeadvantage of its potential. Therefore thedevelopment of technology as a result ofglobalizationrequiresseriousattentionfromvariousgroupssuchasteachers,parents,andcommunity leaders become very importantin laying the foundation of technologyeducationwhichiscompleteandcorrect.

The use of technology in learningvocational is directed to be more on thepractical activities by integrating theknowledge, skills and attitudes as theprocess of competence. Competence in thisstudy is the integrationofknowledge, skills,andattitudesneededbysomeonetoperforma task in theworld of work. At the level ofvocational education technology, the studyfocuses more on cognitive aspects inproviding an understanding to theapplication of technology in learning. Theattitude aspect emphasizes on ethicalattitude in using technology, especially themidst of growing social media that can beaccessed from a variety of media devices,particularly mobile devices. Thepsychomotor aspect is more on training intheuseoftechnologyapplicationsinordertoimplement them based on the need to bemoreproductiveanduseful.

The description above reinforcesfurther the importance of using technologyinlearningvocational.Thisisinlinewiththeprinciples and characteristics of vocationaleducationitselfthatmustberesponsiveandadaptive to technological developments(Sukamto, 1988; Djojonegoro, 1998; Sudira,2012). This means the formulation ofcurriculum–based technology, teachingmaterials development and use of newtechnology prototype in vocational andpractical learning with the development oftheworkforceinthecontextoflocal,nationalto regional need to be done. One type ofvocational learning that is useful to alignlearning and training at the schoolwith theworldofworkisawork‐basedlearning.

Work‐basedlearningcanbeonthejobtrainingandoffthejobtrainingsuchasusingthe internet/intranet for guidance,simulation, video presentation, virtuallaboratory, and others that use mediatechnology, namely: e‐learning and mobilelearning.Mobilelearningisthedevelopmentof e‐learning which is distinguished by theuseofmediatechnologies.Ife‐learningistheuseofa largerand lessdynamicdeviceasacomputer/laptop, the mobile learning usesmobile media which is more dynamicbecause it is smaller, lighter and easier tobring everywhere such as mobilephone/smartphone, ipad, tablet. Newlearning using mobile devices in vocationaleducation will be used as a complement toformalandinformallearning.II. MOBILE LEARNING ON VOCATIONAL

EDUCATIONININDONESIA2.1 DefinitionofMobileLearning

Mobile learning is thedevelopmentofe‐learningandbeinganewtechnologytrendin education or modern learning. Mobilelearning is thenextgenerationofe‐learningandbasedonmobiledevices(Ahmadi,etal.,2010). This statement was reinforced byGeorgievaet al. (2011) thatmobile learningwas a relatively new trend in thedevelopmentofe‐learning,inwhichwiththehelpofmobiledevice,theusershadaccesstocourse material anywhere and anytime. AsimilardefinitionwasproposedbyKeskin&Metcalf (2011) that mobile learning wasdefined as the delivery of training through


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mobile devices such as cell phones, PDA,digital audio players, digital cameras, voicerecorders, pen scanner, etc. Thus, it can beformulatedthatmobilelearningisalearningactivity that uses the technology of mobiledevicessuchasPDA,tabletPC,smartphonesand phones to facilitate, support, enhanceand extend the range of learning anywhereandanytime.

2.2 Benefits and Challenges of Mobile

LearninginVocationalEducationMobile learning in vocational

educationhasthepotentialtoexpandwhere,how, andwhenwe learn andperform in allaspects of our lives. According to Brown(2003) that themainbenefits ofm‐learningis its potential to increase productivity bymaking learning available anywhere andanytime, which allows students toparticipate in educational activities withoutlimitations of time and place. Mobiletechnology has the power tomake learningmore available and accessible thanweusedine‐learningenvironment.M‐learningcanbea first step towards a truly just‐in‐timelearningwherecanactuallyaccesseducationandtraininginplaceandtimerequired.

Furthermore, Peters (2007) assertsthat whenm‐learning can be considered aspartofthee‐learningonlyhasadifferenceinterm of the flexibility of mobile learningwhich tends to be very close to the userbecausetheportableissmallerandlightersoit is easy to bring everywhere. In addition,learners can have easy and inexpensiveaccesstomobilephones,andmobileinternetaccess fees that continue to diminish. Themobile device has enabled new ways tocommunicateamongmanypeople,especiallyyoung people in which mobilecommunication is part of everydayinteraction, which is always on andconnected with several community groupsspreadingthroughoutthearea.

Mobile learning is an extension of e‐learningthathaspotentialasanextra,when,where andhow students learn andperformin all aspects of their lives. Utilization ofmobile learning in vocational education canprovideadvantages,namely:(1)learningcantake place anywhere and anytime/flexible,(2) access to information learned fast and

broadimpactontheperformanceofstudentsin the learning environment, (3) two‐wayinteractionandcontentcollaboration,(4)thevariationoflearningthatenablesstudentstogainknowledgeat theirownpace/ studentcentered, and (5) the motivation tomultimediaresourcescanmakelearningfun(Sarrab et al., 2013; Gikas & Grant, 2013;Campanella,2012;Hashemi,2011).

Inadditiontothebenefitsofferedfromthe utilization of mobile learning, there aresome weaknesses as challenges for thedevelopmentofmobilelearningineducationasdescribedbyShuler(Pachleretal.,2010),namely:(1)thenegativeaspectsofcognitivemobile learning. Physical challenge socialmustbeaddressedwhenthemobiledeviceisinserted into the children's learning, (2)cultural norms and the manner in whichmost teachers see the phone only as anuisanceand feel that theyhavenoplace inschools, (3) there is no theory mobilelearning which is currently not widelyaccepted by the theories of learning tomobile devices that have been run, hamperthe effective assessment, pedagogy, anddesign new applications for learning, (4)accesstodifferentlocationsandwiderwherethe difference between the mobiletechnology is a challenge for teachers andlearners who want to accelerate academicresults as well as users who are trying tofacilitate learning, and (5) limiting thephysicalattributeswhichaffecttheusabilityof mobile device design and can distractchildren from learning objectives. Inaddition, mobile devices can prevent anoptimal learning experience covers, limitedtextentry,asmallscreen,andlimitedbatterylife.

Some additions of mobile learningchallenges above were written by Hashemiet al. (2011), namely: (a) amobiledevice ismuch more powerful than the desktop, (b)the lack of a common operating system, (c)the lack of a hardware platform generallymakes it difficult to develop content for all,(d) it is difficult to use motion graphics,particularlywithmobilephones,although3Gand 4G will eventually allow this, (e) amobile device has a fast‐movingmarket, sothat the device becomes obsolete faster, (f)the bandwidth can decrease with a larger


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number of users when using a wirelessnetwork, and (g) difficulties with printing,unlessconnectedtothenetwork.

Based on the description of thebenefits and challenges of mobile learningmentioned earlier, Jabbour (2013) from adifferent viewpoint asserts through hisresearch that with the rapid rise of mobiletechnologycapableofmakingeverydaytasksmore efficient, effective, and convenient,there is adesire thatdevelopsandneeds todeploy new technologies in education.Research results also confirmed that theintegration of mobile technology has noimpact on students' attitudes. The use ofmobile technology in the classroom wasfoundtohaveaneffectonstudents'attitudestowardmobileandattitudestowardstheuseof mobile devices in the classroom. Mobiledevicesineducationcanboostconfidenceofstudentsandreducestudents’anxiety.

Mobile learning offers a way toimprove and enhance the conventionallearning through mobile devices basedlearning to face practical obstacles andbarriers in learning. Mobile learning offersan opportunity tomove beyond the idea ofconventional teaching and learning, and todevisenewmethods,practicesandattractiveformatoftheuniquecharacteristicsinherentin mobile devices. These characteristicscome from theportabilityof thedevice, butthere is also potential in connectivity forspontaneous communication andcollaboration, providing instant informationabouttheobjectinview,voicerecordingandcamerato takephotosandmakevideoclipsoflearning.

Mobile learning in vocationaleducation in Indonesia has the capacity toadd, supplement to replace conventionallearning practices. Mobile learning can beusedinlearningathome,theworkplaceandsociety ingeneral.Themobiledevicecanbemore spontaneous, portable, personal,informalandeverywhere.Thiswillbringuscloser to the learning that can be doneanytime, anywhere. It is still too early topredict how the understanding of learningand teaching will evolve as a consequence.Therefore, the utilizationneeds to getmoreseriousattentioninordertostudyorexcessfeatures of themobile device can be routed

to mobile learning in order to providemeaningful learning experiences forstudents.

Furthermore, Geddes (2004) quotedLiuetal. (2009)stated thatmobile learningdrove us to a new era of education andtraining.Forcompaniesintheworldofworkand industry, mobile learning helps toreduce traditional training infrastructure,facilitate the learning process and improvethe effectiveness of production workers. Atschool, mobile learning provides a usefulmechanismtoenrichthelearningexperienceof students, facilitate collaboration andinformalinteractionbetweenstudentsofthesame age, which helps in building socialcapital and motivating the release or riskstudents. In addition, mobile learning cancontribute to improve the accessibility,interoperability and reusability ofeducational resources, and to improve theinteractivity and flexibility of learning at aconvenient time and place, learningopportunities for all socioeconomic levels,especially those previously unreachablefromthetraditionaleducationalapproaches,such as dropping out of school (Attewell inLiuetal.,2009).

Continuing the statement of Shuler(Pachler et al., 2010) that one of theshortcomings of mobile learning is there isno the theoryofmobile learning(nomobiletheory of learning) that can be widelyaccepted by the theory of learning for amobiledevicethathasexecutedonlyhampereffective assessment, pedagogy, and designapplications that are not based on actuallearning. To answer or at least give aresponse to these drawbacks, the followingdescribes learning theories that are oftenusedinICT‐basedlearningsuchase‐learningtomobilelearningitself.

III. LEARNING THEORY UNDERLYING

MOBILELEARNINGMobile learning development can be

seenasacomplexprocessthatdoesnotjustperform the steps in instructional designmodel. To develop an effective mobilelearning required foundations of learningtheory. There are three main learningtheoriesusedasthebasisformobilelearning(Jacob&Issac,2008;Keskin&Metcalf,2011;


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Tus et al., 2012), namely, behaviorism,cognitivismandconstructivism.

Behaviorism is psychological theorythat sees individual flow over the side of aphysical phenomenon and emphasizesfeedback and reinforcement. The mobiledevice can facilitate thiswhen teachers andstudentsusethedevicestogether(JacobandIsaac, 2008). Furthermore, Smith & Ragan(2005) states that in behaviorism, learningoccurswhenlearnershaveproventoobtainproper strengthening of the relationshipbetweenaparticular responseand stimulus(Keskin&Metcalf,2011).AddedbyKeskin&Metcalfthatbehaviorismmobilelearningcanbe seen in the delivery of information andcontent such as test, practices, quizzes,listening‐speaking practice, as well as drilland feedback: mobile response systemcontent delivery by textmessages. This canbe done through mobile learningapplications such as sms, mms, voicerecorder mobile softwares and responsesystem: qwizdom, turning point responsesystemtellmetech.(Searching).

Cognitivismemphasisonconceptsthatarenotobserved,suchas intellect,memory,attitude, motivation, thoughts, reflections,and other internal processes (Allesi &Trollip, 2001). The focus ofmobile learningintermsCognitivismismoreonthedeliveryof information and content, such as the useof multimedia learning (text, video, audio,animation, images) SMS, MMS, e‐MailPodcasting Mobile TV (Keskin & Metcalf,2011).

Constructivism holds that knowledgeis emerged by the development of theconcept and ideaof the individual / learnercurrent and past (Thus Spake et al., 2012;Keskin & Metcalf, 2011). Furthermore,Keskin & Metcalf (2011) states thatconstructivism focus on the adjustment ordependency context and content, explorecases and examples of problem‐solving anddecision‐making applications, andrepresents a real context based informationdatabase through collaboration andinteraction. Constructivism demands richmedia resources, simulation and virtualenvironments (Jacob and Isaac, 2008).Learningsimulation,visualization,andgameenvironments can be provided through

mobile devices that can motivate thestudents to provide comfort and buildknowledge. Application of constructivism inmobile learning can be done throughsimulation, handheld games, virtual reality,e‐book / guidance, interactive podcastingandSMS,interactivemobile.

Thethreetheoriesunderlyinglearningmobile learning are of course only beeffectivewhenthelearnerandtheteacher/instructor decides to involve themselvesactively in the learning activities. Thechallenge ishow to see the readinessof theuser and themobile device from the deviceapplication side, content and contentproviders to conform to the theory oflearning.

Mobile learning challenges that havebeen outlined above implies the need forassessment of the readiness of theapplicationsystem,thelookandthecontent/contentproviders,skills,attitudesofusers,and social interaction in learning theoriesincludethemeaningfulnessoflearninginthelearning culture. This problem wasformulated into three main aspects in linewith the theory of Frame model (Koole,2009), namely: technical aspects, useraspectsandsocialaspects.

IV. FRAMEMODELOFMOBILELEARNING

The Framework for the RationalAnalysis of Mobile Education (FRAME)describes mobile learning as a processresulting from the convergence of mobiletechnology, the capacity of human learning,andsocial interaction(Koole,2009).FRAMEmodels in this article is used as a referenceindicator of the readiness of the useridentification, system applications andcontent to the mobile learningimplementation and the development ofvocational education in Indonesia which isbasedonareviewofthreeaspects:technicalaspects,useraspectsandsocialaspects.

The technical aspect (device aspect)which is translated as the technical aspectsin this article focuses on the physical andfunctional components of mobile devices,namely, through the media where learnerscan interact and provide physical andpsychological comfort level of the learners(Kennyetal.,2009).AccordingKoole(2009),


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the physical components include input andoutput capabilities as well as internalprocesses for machines such as storagecapability, the power, processor speed,compatibility,andexpandability.

Aspectsoftheuser(learneraspect)ortranslated as user aspects in this article isfocusedonthecognitiveabilitiesof learnersand prior knowledge to succeed in aparticular context (Kenny et al., 2009). Inadditiontotakingintoaccountthecognitiveabilities,previousknowledge,itisimportantto take into memory, knowledge transfer,learning by discovery, emotion, andmotivation (Koole, 2009). This indicatessome Learner aspect emphasis particularlyonthetransferofknowledgeandmotivation,but according to the author prior to thetransferofknowledge,itshouldconsiderthepossibility of cognitive abilities andmotivations towards learning mobilelearning. Cognitive ability and motivationwill be greatly determined by tripatritattitude towardmobile learning, namely (a)cognitive components, which are theresponse perception and oral statementsembodiedby two convictionsof easeof useand usefulness, (b) the affective componentof the response of the sympathetic nervousand oral statements of feelings and softemotionmanifestedinattitudestowardstheuser, and (c) component behavior which isimplemented with the intention/desire tothe user, (Fishbein & Ajzen, 1975; Davis etal.,1989)tomobilelearning.

Thesocialaspect(socialaspect)refersto the process of social interaction andcooperation or collaboration (Koole, 2009).More broadly, Kearney et al. (2012) statedthat this aspect referred primarily toimprove collaboration, information accessand more contextualization in learning.Socialaspectsintheframeofthismodelareimportant to provide an understanding ofthe socio‐cultural pedagogy mobile related.According Trudge (1990) quoted fromKearney et al. (2012) stated that thecollaboration in social and cultural theorywas often stressed in terms of learninginteraction with peers who were morecapableoradults,andtherewasanemphasispedagogicalasacrutch.

Aside from these three aspectsmentionedabove,settingupmobilelearningneeds to consider the acceptability of thetechnology to understand the behavior orattitude of users in line with the results ofresearch Nuraihan & Walid (2014) whichrecommended the need to understand andinvestigate further the important receptionfactors of mobile technology learning bystudents. Acceptance factors of thistechnology will be adapted to some keyelementsof the threeaspectsof theFRAMEmodel.

V. USER ACCEPTANCE TECHNOLOGY OFMOBILELEARNINGSeveral models have been developed

to investigate and understand the factorsthataffecttheacceptanceoftechnologythatcan be used as a basis to see the factors inthe acceptance ofmobile technology as oneof the future challenges of mobile learning.Theuseof the theoriesandmodels isbasedon the review of three aspects of mobilelearning (Koole, 2009), namely: technicalaspects (mobile device), aspects of the user(learner aspect) and social aspects (socialaspect) which implies urgency factors thataffect the acceptance of mobile technologylearning,Thesethreeaspectsarethenlinkedto three types of theories and models oftechnologyacceptance,namely:(1)theoryofplanned behavior/TPB) (Ajzen, 1991), (2)technology acceptance model/TAM) (Davisetal.,1989),(3)unifiedtheoryofacceptanceand use of technology/UTAUT2 (Venkateshetal.,2012).

Theories and models of technologyacceptance above have been developed andused by some researchers in finding thefactors of acceptance in mobile learningtechnology.Basedonthestudyoftheoryandrelevant research results, there are twocriticalfactorswhichareidentifiedtobethefactors affecting user acceptance of mobilelearning, namely, external factors andinternal factorsoftheusermanual.Externalfactors derived from: (1) the junctionsbetweenthetechnicalaspectsandaspectsoftheusernamelydeviceusabilityfocusingonease perceived, (2) the junction betweentechnical aspects and social aspects, namelysocial technology that focusesonusefulness


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perceived, and (3) the intersection betweenuser aspects and social aspects thatinteraction learning that focuses on socialinteraction and social technologies. Thethree aspects through the intersection on aframe of thismodel are associatedwith thetechnology acceptance model TAM andUTAUT2 to applying for external variableswhich are: the ease perceived (Liu et al.,2010;Maria,2012;Cheonetal.,2012;Marrs,2013;Tanetal.,2014),short‐termandlong‐term use (Liu et al., 2010 & Maria, 2012),social influence (Mottaetal., 2012&Tanetal., 2014), and the condition of the facility(Motta et al., 2012). External variable isexpected to affect the internal variablewhich derived from the model acceptanceTBPandUTAUT2namelytheintentionofuse(Liu et al; Maria, 2012; Cheon et al., 2012;Marrs, 2013; Tan et al., 2014; Motta et al.,2012)andrealuse. Inadditiontothesetwofactors, it isnecessarytoincludethecontrolvariableswhicharesex(gender)andmajors(department)adapted fromVenkateshet al.(2012)andTanetal.(2014).

VI. CONCLUSION

The development of mobile technologyhasimplicationsformodernlearningknownasmobile learning or learning usingmobilemediadevices.Mobile learninginvocationaleducationinIndonesiaisnotnecessarilyableto provide benefits for vocational learningduetostillhavingsomeproblemswhicharechallenges for the development of mobilelearninginIndonesia.Thechallengesaretheacceptance of the technology of mobiledevices for meaningful learning, learningtheory underlying the utilization, readinessofschoolcommunity, theabilityof teachers,thechallengeofphysicalandsocialfactorsaswellasdesigns thathavenotbeendesignedaccording to the education market and theabsenceofformalrulesunderlyingtheuseofmobilelearninginvocationaleducation.

Tofacethesechallenges,someeffortstodoareanalyzingthetechnicalaspectsofthecontent,theuseraspectsoftheattitudesandbehavior, social aspects of the interactioncollaborative learning so that mobilelearning can be totally acceptable andappropriate for vocational education inIndonesia. Thus, the use of the paradigm of

learning theory behaviorism, cognitivismandconstructivismtoconnectingthetheoryof Frame Model with the theory oftechnology acceptance (TPB, TAM andUTAUT2)isarealefforttodoasareferenceof implementation and development ofmobile learning in vocational education inIndonesia.

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[Versi elektronik]. The Internet andHigherEducation,19,18–26.

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THEEMPOWERMENTOFVOCATIONALEDUCATIONANDITSCONTRIBUTIONTONATIONALECONOMICGROWTH

ANDWORKFORCE

SutartoHpFacultyofEngineering,YogyakartaStateUniversity


ABSTRACT

SeniorVocationalHighSchools(SMKs)aremiddleschoolsthatpreparetheirgraduatesforworking

incertainfieldofwork.However,CentralBureauofStatistic’sreportshowsthatunemploymentindexofSMK graduate (9.05%)was higher thanGeneralHigh School’s (SMA’s) one (8.17%). This phenomenonmaybecausedbytwomainreasons:(1)SMKgraduatesdonothavecompetenceasneededbyindustryandbusinessplayers;(2)industryandbusinessplayersdonotneedadditionalworkers.Thelatercausewas hypothesized as an impact of national economic declining. Human Capital theory (Becker, 1993)premisesthateducationandtrainingwillelevatethinking,applying,andattitudeskills.Inthevocationaleducationcontext,educationandtrainingwillelevategraduates’workproductivity.Itwillbetruewheneducationalplanninganditsexecutiondoneinpropermanner.Ifnot,thenhumancapitaltheorywillnotbeapprovedandeducationwillnotelevategraduates’competencesandthegraduateswillberejectedbyindustryandmarket.Italsowillnotcontributetonationaleconomicgrowth.Vocationaleducationisnotonly government responsibility, but also become collective responsibility of three parties (tripartite):government, business world/community, and school. The role of tripartite need to be optimized tosupporttheeffectivenessofSMKtoresultthegraduateswhopossesscompetencesmatchmarketneeds.This paper will assess and analyze tripartite role to result SMK’s graduates who possess competencematchedlabormarketrequirementbothinnationalandASEANregionalscopes.Keywords:empowerment,vocationaleducation,economic,workforce

I. INTRODUCTIONConstitution of National Education

System, Article 15, states that vocationaleducation is a middle education level thatpreparestheirgraduatesmainlyforworkingin a certain occupation. However, StatisticCentral Bureau (BPS, 2015) reports thatunemployment index of SMK graduate washigher than General High School’s (SMA’s)one, which is 9.05% to 8.17%. Thisphenomenon may be driven by two maincauses: (1) SMK graduates do not havecompetence as needed by industry andbusiness players; (2) industry and businessplayersdonotneedadditionalworkers.Thesecond cause may be associated with thedecliningofnationaleconomiccondition.

To respond the phenomenon above,vocational education, especially SMKs, needthe be empowered so that their graduateswill possess competences that match thelabormarketneedaswellasgraduates’needto develop their talent and interest throughfurther education and training even to besuccessinpioneeringyouthentrepreneurs.

To achieve the graduate competencesabove is not easy process. Many challengesare obvious; mainly low commitment andweak roles of government, business andindustry,andschool(tripartite)inexecutingvocational education. In addition,perceptions of young people towardsvocational education is not yet as good ascomparedtotheirperceptionstowardpublicschool.

Thepurposeofthispaperistoidentifysome policy recommendations relevant tostakeholders: especially central and localgovernment, people in business andindustry, formal and non‐formal vocationalinstitutions,youths,parents,andcommunity.

II. METHOD

This paper will describe andsynthesize relevant theories and researchfindings to main issues how to empowervocational education to results graduates’competences as mentioned in purpose ofstudyabove.


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III. DESCRIPTIONANDDISCUSSIONIssues need to be described and

discussed to provide alternative ways inempowering vocational schools. Thoseissues, especially are philosophy upheld,curriculum development and itsimplementation, school‐business/industryrelationship, and policies and economicalimpact(nationalandlocal).3.1. Philosophyupheld

Wonacott (2003) explains that therearetwomainphilosophiesupheld,especiallyin United States, in the development ofvocational education. First philosophy is“socialefficiency” promotedby Sneddenandhis student Prosser. They advocated thatvocational education was to preparestudents to possess knowledge, skills, andattitude to fulfill the business and industryneeds. Vocational student graduates wouldworkeffectivelyandefficientlytoaccomplishtheir task as expected by business andindustry.Thisphilosophyisknownassocialefficiencytheory.

Snedden (1910) divided vocationaleducation into five areas which individualswere prepared: (1) Professional educationprepared lawyers, physicians, engineers,teachers,clergy,andmilitarypersonnel;(2)Commercial education prepared book‐keepers, clerks, stenographers, commercialtravelers, and business leaders; (3)Industrial education prepared bricklayers,machinists, shoemakers, metal workers,factory hands, and others in highermanufacturing pursuits; (4) Agriculturaleducation provided skill and knowledgelooking to the tillage of the soil and themanagement of domestic animals; (5)Education in the household arts preparedgirls for dressmaking, cooking, andmanagementof thehome.

Furthermore, Snedden dividedvocational education into two categories:higher vocational education and vocationaltraining. The first category was a part ofhighereducationandintendedforstudentswhohad completed secondaryand, in somecases, undergraduate education. While thesecond one was included commercial,industrial, and agricultural education andeducation in the household arts and was

“adaptedtopersonsofaveragecapacity”atthreedifferent levels:elementaryvocationaltraining for those under 15 years old;secondaryvocationaltrainingforthose15to18/19 years old; and higher vocationaltraining.

The second philosophy is “socialdemocracy” voiced by Dewey. It viewed“vocation in thebroadest senseto includenotonlyanoccupationbywhichoneearnsaliving but also any occupation that is acontinuous activity having a purpose”(Dewey, 1916: 309). According to Dewey,vocational includes life roles such as familymember, friend, and citizen; to Dewey,everyone had multiple occupations,reflecting the multiple, continuous,purposefulactivitiesineveryone’slife.

Dewey (1910, 360‐62) then madethreepoints.First,anoccupationistheonlythingwhichbalancesthedistinctivecapacityof an individual with his social service. Inotherwords,onlythroughanoccupationcanan individual attain both personaldevelopment and social efficiency. Second,education through occupationsconsequentlycombineswithinitselfmoreofthe factors conducive to learning than anyother method. In Dewey’s view, only anoccupationprovidedthecontextforlearningin which the activity and process ofgrowing—rather than the externalproduct of the end state of finishedgrowth—was the aim, fulfilling Dewey’srequirements for aims, interests anddiscipline,experienceandthinking, andplayand work. Third, the adequate training foroccupations is training throughoccupations. Dewey specifically warnedagainstnarrowvocationaltrainingthatwaslikely to perpetuate inequitable socialdivisionsandconditions; rather, he arguedin favor of a broader vocationaleducationwhich provided individuals with theintellectual knowledge and skills needed tomaster not only awage‐earning occupationbut also all the other occupations of theirlives.

Ideally, vocational education includinginIndonesia,shouldarticulatebothofthosetwo philosophies above. The graduatesought to possess competences for working(wage‐earning) as well as for developing


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their lives in‐line with their talent andinterest including to be prospective youngentrepreneur. This articulation should beaccommodated in vocational educationcurriculuminthefollowingsubsection.3.2. CurriculumandItsImplementation

In the context of SMK curriculum inIndonesia called Kurikulum 2013 (K‐13)apparently has accommodated the twophilosophies: social efficiency and socialdemocracy as respectively advocated byProsser and Dewey. Education and CultureMinistry Regulation (Permendikbud)number 70 year 2013 describes thatcurriculum structure of K‐13 for vocationalschool consist of two group courses: coreand elective (peminatan). The core courses,in termsof subjectmatterandcredithours,is the same both for general/academicschool (SMA) and for vocational school(SMK). The elective courses for SMA coversacademic only, while for SMK coversacademic (same as SMA) and vocationalinterest courses. As a result, the totalnumber of credit hours for 3 years SMKstudents is higher than those for 3 yearsSMA students. The credit hour comparisonbetweenSMKtoSMAtracksis144to130.

Byconcept,thecurriculumarticulationin K‐13 above is a good strategy to treatvocationalstudentsasdemocraticallyas thetreatment to those of academic ones. Byhaving K‐13, SMK is not a dead end asviewedbypartof society.UnderK‐13, aftercompleting study, SMK graduates havechoices: (1) working (bekerja) in business‐industry; (2) continuing (melanjutkan) tohighereducationsameasSMAgraduatesareassigned to do; and (3) being entrepreneur(wirausaha). Those words of bekerja,melanjutkan, and wirausaha commonlyabbreviatedasBMWforeasilymemorizedasawell‐knownGermanycarbrand.

In practice, K‐13 implementation,especiallyatthebeginningphase,itwillfacesatleastthreechallenges.First,SMKstudentswill be overburden of credit hours. Second,fornow, SMKstudent intakegenerally frommiddleclasssocialeconomicstatusthatalsogenerallypossesslowermotivationandself‐actualization.Third,SMK’sparentaspirationto their children’s success in their career is

usuallynotashighasofthosefromacademicschool(SMA)parents.

A tentative solution for thosechallengesistoextendthedurationofschoolyearsofSMKfromthree(3)tofour(4)years.By doing this, SMK graduates will masterbothacademicandvocationalcompetenceintermsofscopeandquality.Inbroadsense,K‐13 for SMK has accommodated both socialefficiency and social democracyphilosophies.

In term of future skills needed bybusiness and industry as well as individualgraduates to develop their professionalcareer, some studies had reported thefindings.Somestudies,e.g.,21centuryskillsdonebyACTE&CTE(2010)identify10skillsneededbyanindividualtoworksuccessfullyin21century.Theyare:(1)CriticalThinkingand Problem Solving; (2) Communicationand Collaboration; (3) Information Literacy;(4) Media Literacy; (5) Information,Communications and Technology (ICT)Literacy;(6)FlexibilityandAdaptability;(7)Initiative and Self‐Direction; (8) Social AndCross‐Cultural Skills; (9) Productivity andAccountability; and (10) Leadership andResponsibility.

ItseemsthatK‐13hasalsoarticulatedthose 21 century skills. It is indicated byadvocating the use of scientific approach inteaching‐learning process. It consists of fivephases of “M” called 5M: Mengamati(observing); Menanya (quesioning);Mengumpulkan informasi (collectinginformation); Mengasosiasi/ Menalar(Correlating/Reasoning); and Mengomuni‐kasikan (communicating). Methodsrepresenting scientific approach might bediscovery learning, project‐based learning,problem‐based learning, inquiry learning. Inscientific approach the teacher facilitatesstudents to master learning topic throughthose5M.

Accompanying the use of scientificapproach, Permendikbud number 103 year2014suggestsshiftingtheexistingteaching‐learningprinciplestonewones.Thosemainteaching‐learning principles: (1) studentsare facilitated to know; (2) students learnfrom variety of learning sources; (3)conducted by scientific approach; (4)towards competence–based; (5) emphasizes


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onmultipledimensionsofrightanswers:(6)application skills; (7) hard and soft skillsbalanced; (8) utilizing information andcommunication technology (ICT) to elevateteaching‐learning quality efficiently andeffectively; and (9) joy full and challengingteaching‐learningclimate.

Conceptually, as an innovation policy,K‐13 gives a hope to empower vocationalschools, however a good curriculum cannotguarantee resulting good graduates. Firstthingneedstoconsideristeachers’responsetothe innovation.Researchfindings inStateSenior Technical High Schools (SMKs) inYogyakarta City done by Sutarto (2015)reveal that the response of BuildingTechnical Drawing teachers to the nineprinciples K‐13 in teaching‐learning aspreviouslydescribedwasjustaboutgoodor“notquitegoodyet”.

This response degree is not adequateenough to support K‐13 implementation.Thislowdegreeteacherresponseisanaturalphenomenon of an innovation. People tendtorejectaninnovationbecauseitwilldisturbtheir establishment. In other word, peopletend to be in status quo position and enjoythem.Theydonotneedtostudyortoadjusttheirhabitsorcustomthat isnotenjoyable.Tuckman (1965) in his book entitled:"Developmental sequence in small groups"classified four phases to illustrate therelation between people psychologicalcondition and their work performance.Those phases are “storming” (S) representsconflicting individual values and innovation(new) values; “adjusting” (A) representsadjustment of individual values to newvalues; “norming” (N) represents normalsituation that individual starts feeling joy;and “performing” (P) represents thatemployee perform well in his/her workbecause his/her values has accustomed tonewinnovationvalues.

Time period needed by each phaseabove depended on external and internalindividual factors. External factor, in K‐13implementation case, mainly governmentsupportandfacilitationtotheteachers,suchas forexampleworkshop, training, IHT,andseminar. For internal factor, individualteacher needs to learn K‐13 in group orindividually,e.g.,searchingrelevantmaterial

on K‐13 through internet. The moreintensive internal and external factors, theshortertimephaseperiodforanemployeetoperforminhis/herwork

Secondconcernisteachercompetence.It is a primary determinant to successfullyimplementacurriculumandresultexpectedgraduate competences. Research done byJaedun(2014)indicatedthatthecompetenceof Building Technical Drawing teachers ofState Senior Technical High School (SMKN)inYogyakartaSpecialRegion“werenotquitecompetence” to implement K‐13.Furthermore, similar studies done byHartoyo (2015) within the population ofState and Private SMKs Yogyakarta SpecialRegion and Sutarto (2015) with thepopulationofYogyakartaCity indicatedthatteacher competence was “moderateadequate” to implement K‐13. This teachercompetence level is higher that Jaedun’sresearchfinding(wasnotquiteadequate).Itmeans that teacher competence level hadincreased from 2014 to 2015. It wasreasonable, because during 2014‐2015period Government had empoweredvocational teachers to implement K‐13 byproviding e.g., training, workshop, in housetraining, supplying teacher and studentswith textbooks. In addition, most teachersdidindividualefforttoempowerthemselves.

3.3. School and Business‐Industry

RelationshipAs mentioned previously, SMK

graduatesaremainlyprepared towork inacertainoccupationandconsideringProsser’ssocial efficiency theory, therefore school‐business relation is very important.Vocational schools are to be proactivebuildingtheirrelationshipwithbusinessandindustry. The role of business‐industry forvocational schools is very vital. First,business and industry should identify theirneeds and share them with the schools.Second, business and industry shouldparticipate or facilitate vocational studentlearning process. Third, through theirrelevant association evaluate the studentcompetences especially at the endof schoollevelyear.

Theprocessof identifyingandsharingbusinessandindustryneedswithvocational


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schoolsshouldbeconductedinregulartime‐bound, say 3‐5 year, may be in form ofworkshop, seminar, IHT and the likes. Thisforum should resultwith school curriculummodificationorevencurriculumchanging.

Businessandindustryparticipation instudent‐learning process can be done invarietyofforms:(1)provideopportunitiestovocational students and also the teacher tohave industrial learning experiences; (2)send their instructors to vocational schoolsas visitor teachers; (3) conduct acollaborative team to accomplish certainprojectsthatbenefitforschoolaswellasforbusiness and industry. These participationscanbeaccountedasapartoftheircorporatesocialresponsibility(CSR).

School‐Business and industryrelationship needs to be formulated inwin‐win solution. By having the partnership,school,especiallystudents,willhavebenefitthat students would be exposed to the rielcompetence needed by business andindustry. Students are also exposed in theriel work culture, e.g., time appreciation,teamwork,andsafetyofwork.

On the other side, business andindustrywouldalsogetbenefit.Theywouldhave employee candidates who possesscompetences match with their needs.However, the most motivation for businessandindustryisfinancialbenefit.Onthiscase,the role of government is needed.GovernmentbothnationalandlocaltogetherwithHouse of People Representative (DPR)shouldformulateregulationstosupportthatconcern. For example, for business andindustry that provide training to vocationalstudents, they will get financialcompensation, such as deductible tax, blockgrant,orotherformsofreimbursementbornforschools.3.4. GovernmentPolicy

Nationalpolicytoincreasethenumberof vocation school students up to 67% hadbeen written in the Strategic Plan ofEducation Ministry 2005‐2009 and 2010‐2014.EducationMinistry(atthattime)planthe ratio between vocational school togeneral school studentsbecome60 to40 atthe end of 2014. However, this targetnationallywasnotaccomplished.Now,inthe

new Education and Culture Minister,Muhadjir Efendy, the policy of increasingvocational students number is continuedaccompanied by increasing quality ofvocationalprogram.

Increasing the number of vocationalstudents is relatively easy. It can be done,such as by building new classrooms,establishing new vocational schools,converting general schools to vocationalones. But, increasing vocational schoolquality is not easy way. Good vocationalschools need good equipment and facilities,teacherswith relevant field experience, andgoodpartnershipwithbusinessandindustrywhoarewillingtoaccommodateandprovideindustrial experiences for vocationalstudents and teachers. All of thosementioned need amount of budget that ismostlydifficultthing.

Furthermore, the challenge is how tohave high number of vocational studentswith possess adequate competences asneeded by business and industry. In otherword, how to design type and number ofvocational study programs that matchbusinessandindustryneedsorlabormarket.Toachievethoseobjectiveabove,vocationalschools has to build a partnership withbusiness and industry. National and LocalGovernment should take leadership in thisissues, especially pursuing business andindustry attention and involvement invocationalteachingandlearningprograms..

Government and school side shouldknowbusiness and industrymind set.Mostbusiness and industry have differentorientation compared to vocational schoolsone.Businessandindustryorienttofinancialprofit, while schools orient to non‐financialprofit that provide graduateswith expectedcompetencies.Therefore,governmentpolicyis very vital. It should become a bridge toconnect or match business and schoolorientations.Againthepolicyshouldbewin‐winorientation.

One reference need to be learned, notto be adopted, is Germany policy in DualSystem. Trembly and Le Bot (2003: 12)explained that vocational training inGermanyis institutionalizedproceduresandbased on tripartite agreement: publicauthorities, employers’ organizations and


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tradeunions. Inregardto funding, thecostsofschool‐basedtrainingareassumedbythestate and the costs of practical training areassumed by firms that provide theapprenticeshipplacesandtakeintrainees.

3.5. VocationalEducationContribution to

NationalEconomyGrowthHuman Capital theory (Becker, 1993)

premises that education and training willelevatethinking,applying,andattitudeskills.In vocational education context, educationand training will elevate graduates’ workproductivity. This theory will be true wheneducationalplanningand itsexecutiondoneinpropermanner.Ifnot,thenhumancapitaltheory will not be approved and education

willnotelevategraduates’competences.Thegraduates will become unproductiveworkersorevenbecomeunemployment.

Many research finding have approvedthatvocationaleducationcontributenationaleconomicgrowth.AsianDevelopmentBank.(2008) stated that “empirical resultsconfirming the important role of vocationalschool (SMK) in supporting regionaleconomic growth in Indonesia”. This studymentions common problems rose to thevocationaltrainingsectorinmanycountries.The problems are (1)missing linkwith theeconomy; (2) employers do not interest inproviding traineeship; and (3) thefragmentationofvocationaltraining.

SEL EKSI

PROGRAM LATKERBERBASIS

KOMPETENSI

Fasilitas & Sarana Intala Biaya

Manajemen

LEMBAGA LATKER - LPK

UJK

SISTEM PELATIHAN KERJA NASIONAL

AKREDITASI

KKNI

SKKNI

TENAGA KERJAINDONESIA

LULUSAN

LEMBAGA KOORDINASIPELATIHAN KERJA NASIONAL

NAKERKOMPETEN

SERTIFI‐KASI

NAKERPENGALAMAN

BNSPLSP

Std.Int & Khusus

LALPK

Fig.1NationalTrainingSystemthatlinkbetweenKKNIandSKKNI.

In the context of Indonesia, problemnumber1) isquite true.There isnonation‐widepublication (blueprint) that enouncedthe relation between national program(long‐ and mid‐term) in relation with manpower planning, including what studyprogram and its specialization needed. Itseems happened in national and localgovernment.

For problem number 2)‐employers donot interest in providing traineeship. It isalso currently happened in Indonesia. The

reason,thereisnoclearpolicyorregulationthatprovideincentive,especiallyinfinancialform. When Business and industry buildpartnership with vocational schools, thetrainingprogramismostlybasedonindustryinterest. They provide vocational trainingwithobjectivetoenlargetheirnetworkinginmarketing their product. This trainingheavily follow social efficiency theory. It isfine for now, but in the future governmentwithtripartiteneedtoorganizethistrainingprogram to make balance between social


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efficiency and social democracy. Budgetsharing among the tripartite to support thistraining program is essential to beformulated.

Problem number 3, the fragmentationof vocational training. Practically, it is alsotrueinIndonesia.However,byconcepttherearepoliciestryingtominimizethisproblem.PresidentRegulationnumber8year2012onNationalEducationQualificationFrameworkin Indonesia abbreviated as KKNI hasclassified educational qualification into nineranks representing the completion of: (1)basic education or grade 9; (2) senior highschool; (3) Diploma 1; (4) Diploma2; (5)Diploma3;(6)Diploma4/S1;(7)Profession;(8) S2‐Magister; (9) S3‐Specialist. On theside of workforce sector, Workforce andTransmigration Ministry has enactedRegulationnumber5year2012onNationalWork Competence Standardization SystemabbreviatedasSKKNIthatprovidesnationalandregional trainingsystem.There isa linkbetweenthetworegulations(educationandworkforce sectors) as illustrated in Fig. 1.However,thisnationaltrainingsystemneedstobeorganizedinrielfieldpractice.Itneedstobesocializedtobusinessandindustryandlaborunionrepresentationssothatitwillbeeffectivelyimplemented.

IV.CONCLUTIONBased on the discussion above,

following some conclusions as well asrecommendations.

First, vocational curriculum develop‐ment has to be formulated based on socialefficiency as well as social democracy.Graduateswillpossesscompetencesrelevanttobusinessandindustryneedsaswellastodeveloptheircareerinlinewiththeirtalentandinterest.

Second,capacitybuildingforvocationalteachersisamust,becausetheyarethemainplayers in curriculum implementation. Agoodcurriculumwillnotguaranteetoresultgraduateswhopossessgoodcompetences.

Third, Government needs to organizethe role of tripartite (government, businessand industry,and laborunion) inanationaltrainingsystemtobearworkforcequalitytoleadthegrowthofnationaleconomy.

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Practice in Technical and VocationalEducation and Training. Manila,Philipina:ADBPub.

Career and Technical Education (2013).21stCentury Skills Employability.WashingtonD.C.:CTEPub.

Depdikbud (2013). Peraturan MeneteriPendidikandanKebudayaanNomer81A Tahun 2013 tentang ImplementasKurikulum dan Pedoman EvaluasidanKurikulum.Jakarta:AmirSamsudin.

Depdikbud (2013). Peraturan MeneteriPendidikandanKebudayaanNomer70Tahun 2013 tentang Kerangka Dasardan Struktur Kurikulum SekolahMenengah Kejuruan/ Madrasah AliahKejuruan.Jakarta:AmirSamsudin.

Depdikbud (2014). Peraturan MeneteriPendidikandanKebudayaanNomer103tahun2013tentangPembelajaranpadaPendidikan Dasar dan PendidikanMenengah. Jakarta: Ani NurdianiAzizah,KaroHukumdanOrganisasi

Depnaker (2008). Pedoman Penyele‐nggaraan Sistem Pelatihan KerjaNasional Di Daerah. Jakarta: SekjenDepnaker.P

Dewey J. (1916). DemocrecyandEducation:An Introduction of the Philosophy ofEducation. Los Angeles: IndoEuropeanPub.reprented2012.

Eichhorst W. et al. (2012). A Roadmap toVocational Education and TrainingSystems Around the World. Bonn,Germany:IZADPNo.7110Publication.

Hartoyo (2015). KesiapanguruSMKdiKotaYogyakarta dalammengimplementasikan Kurikulum2013.Yogyakarta:PressIKAUNY.

Jaedun dkk. (2014). Kesiapan guru smkprogram keahlian teknik bangunan didaerah istimewa yogyakarta dalammengimplementasikanKurikulum2013.Yogyakarta: FT UNY (LaporanPenelitiantidakditerbitkan).


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Ministry of Education (2005). RenstraKementrianPendidkkanNasional2005‐2009.Jakarta:DepdikbudPub.

Ministry of Education (2010). RenstraKementrianPendidkkanNasional2010‐2014.Jakarta:DepdikbudPub.

Republic of Indonesia. Lampiran PeraturanMenteri Pendidikandan KebudayaanNomor70tahun2013tentangKerangkaDasar dan Struktur Kurikulum SekolahMenengah Kejuruan/Madrasah AliyahKejuruan.Jakarta:Menhumkam.

Republika. (2014). Mendikbud jelaskankurikulum 2013 di London.http://www.republika.co.id/21.01.2004.

Snedden, D. (1910). The Problem ofVocational Education. Boston, MA:HoughtonMifflin, 1910,pp.iii‐iv.

Statistic Central Bureau. ( 2015). BPSreports.Jakarta:BPSPub.

Streeck.W.etal.(1987).Theroleofthesocialpartners in vocational training andfurther training in the Federal RepublicofGermany.Berlin:ECDVTPub.

TuckmanB.(1965)."Developmentalsequencein small groups".PsychologicalBulletin63(6):384–399.


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STRENGTHENINGCOMMUNITYCOLLEGETOIMPROVEGROSSENROLMENTRATIO(GER)OFHIGHEREDUCATION

SunaryoSoenarto


ABSTRACT

I. INTRODUCTIONTheinfluenceofregionalpolicyASEAN

Economic Community (AEC) which provideample opportunities for foreign workers(ASEAN)toenterIndonesia,willaffectaverytight competition and can not be avoided.Competition or expertise become majorbenchmarks for workers in takingemployment among workers in ASEANCountries. for workers who have highcompetence,willhaveagreateropportunityto get a job and sufficient economicbenefit.To create skilledworkers,which has a highcompetence, productive, innovative andprofessional,, then the world of education(especially universities) has a responsibilityinimprovingthequalityofhumanresources(HR) of Indonesia in order to competewithworkers from ASEAN Countries, becausewithout qualified human resources can besurethatthelocallaborforcewouldloseoutin competition with workers force of theASEANCountries.

Human resources productive, andinnovative is thedriverof economicgrowthin Indonesia. To generate employment,productive applicable, it requires a qualityeducation, and relevant to the developmentneedsoftheDistrict/Municipal(local).Inanera of economic shift towards knowledge‐based economy and technology, the role of

higher education is very important, amongothers,toproduceaworkersthatissuperior,and productive, which is becoming able toapply science and technology needed, inorder to increase the value added ofsustainableeconomicactivities.

Indicators of Performance StrategicObjectives of theMinistry of Education andCulturein2010‐2014,highereducationAPKtargeted 40%, but the realization onlyreached 29.15%. Regulation of theMinisterof Research, Technology and HigherEducation of the Republic of Indonesia, No.13 of 2015 on the Strategic Plan of theMinistryofResearch,TechnologyandHigherEducationYears2015‐2019explicitlysetoutfive Strategic Goals and Strategic ObjectivesPerformance Indicators. One of the fivestrategicobjectivesistoimprovethequalityof learning, higher education and studentaffairs. One of the eight PerformanceIndicators Strategic Objective is to increasetheGrossEnrolmentRatio(GER).Howisthestrategy of Kemenristekdikti able to boostAPK college in the Strategic Plan of theMinistryofResearch,TechnologyandHigherEducation Years 2015‐2019 is a seriousconcernof theuniversity academicianswhoattendedtheseminarICVET2016.

Attheoutset,in2012,CollegeCommunitybegantobedeveloped(CommunityCollege)throughaprogram of study outside of domicile with a number of 35 Community College in the city/county inIndonesia.ActNo.12of2012onofHigherEducationprovideslegalcertaintyontheformandstructureofCollegeCommunityinstitutions.LongTermDevelopmentPlanforHigherEducation,in2025,willbebuilt255 Community College, in all regions in Indonesia. Meanwhile, until 2013, the gross enrollment rate(GER)fromcollege(PT)hasreached29.9percentandthegovernmentexpectsthatnumbertoincreaseto40percentin2025.Communitycollegeoffersvocationaleducationprogramsdiplomaleveloneandleveltwo diploma, with a special branch of science, science and technology based on the specific localadvantagesandmeetspecialneeds.Communitycollegewithvocationaleducationprogramsatthelevelofskilled manpower which is relatively short, expected to motivate high school graduates and thecommunitytobehighereducationalternatives.

Keywords:communitycollege,grossenrollmentrate,vocationaleducation,highereducation


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II. RESULTANDDISCUSSION2.1. GrossEnrollmentRate(GER)

Minister of Research, Technology andHigher Education Mohamad Nasir in theevent of Reflection 1 Year Ministry ofResearch, Technology andHigherEducationsaid that in 2015, various targets launchedby Kemenristekdikti been achieved. One ofthem is the Gross Enrolment Ratio (GER)College in 2015 by 33.5 percent, above theinitial target of the year, amounting to 26.8percent.1)AchievementAPKcollege in2015,still lower than the announced target of 35percent , Republika newspaper quoted theMinister of Education and Culture(Education) Muhammad Nuh, explained in2015 the gross enrollment rate (GER)education targeted to reach 35 percent. In2013,APKhighereducationhasonlyreached29 percent. While in 2014, APK highereducation is expected to reach 30 percent.Thisnumberisup12percentinthelastfouryears. Earlier, the GER in 2009 onlyamounted to 18 percent.2) APK developedcountries have reached 40 percent. Targetand Achievement GER of Higher EducationMinistry of Education and Culture in 2010‐2014 can be presented following radardiagram.

APK fromCollege of the course needsto be improved. Various efforts andbreakthroughs continue to be developedKemenristekdikti to increase GER in highereducation in Indonesia. Various strategiesKemenristekdikti has been rolled out,ranging from the provision of scholarships

for students from poor families to continuetheir education in college (scholarshipsBidikmisi,ScholarshipPPA/BBM),grantingscholarships Affirmations for students whocome from areas forefront, outermost andunderdeveloped (3T), BOPTN Fair, toencourage the birth of the Academycommunity in each district / city inIndonesia. It is intended to open wideraccess for the public to acquire a highereducation.

Therefore,thecentralgovernmentandlocal governments in synergy to encourageprograms to develop human resourcesoriented to excellence, and the potential ofregional corridors through CommunityAcademyeducation.IntheStrategicPlanfor2010‐2014 Kemendikbud explicitly statedactivities to increase access to highereducation by the establishment of newcolleges, nationalization of privateuniversities, aswell as the establishment ofthe Community Academy. But in RPJMNyears 2015‐2019, the direction of policyrelated to the higher education of theimprovementprogramsandequitableaccessto higher education through a strategy ofincreasing capacity and equitable access toHigher Education is not explicitly linked tothe establishment of the CommunityAcademy. Thus in two periods of highereducationpolicy therehasbeena reductionin the strategic program to interpretCommunityAcademy(AK).

Fig.1.TargetdanRealizationofAPKinHigherEducationYear2010‐2014.3)

0,00%5,00%

10,00%15,00%20,00%25,00%30,00%35,00%

2010 Target

2010 Realisasi

2011 Target

2011 Realisasi

2012 Target

2012 Realisasi

2013 Target

2013 Realisasi

2014 Target

2014 Realisasi


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2.2. CommunityCollegeCommunityCollegeistheplacetogain

valuable knowledge (knowledge, technicalskillsandvocational)neededbysocietyandemployers (Emeagwali, 2007) .4)Understanding the broader submitted byJacobs and Grubb (2003) 5), that theCommunity College is college place to formthe basic skills, vocational and produceskilled workers. Community College in theUnitedStatesknownas"two‐years‐college"or "Junior College", to serve the communitynear the highways and public transportroute, so that students can reach campuseasily.Programsofferedinclude:transfer‐to‐universities program, technical programs,job training programs, basic skills program,andprogramspecialinterests.

Malaysia has developed a CommunityCollege since 2001,with themain objectiveto provide alternative skills training andeducationforhighschoolgraduates,and forcitizens who have left the formal educationsystem. The purpose of the College is toprovidecertificatesanddiplomastostudents(academically) who may not be able tocompete for entry into local universities, orfor those who have failed to get a highereducation institution. Community Collegeoffers a program that emphasizes hands‐onandpractical inthecommunity.Theratiooflecturesontheoreticalsubjectscomparedtothe practice is 75%: 25%. Some courses atCommunity College Malaysia include:automotive technicians, electricians,computertechnicians,catering,fashion,foodprocessing and quality control. In thestructureoftheMinistryofHigherEducationin Malaysia, Community College TitleAssessment coordinated by the Polytechnicand Community College. Ministry ofResearch Technology and Higher Education(KemenRistekDikti) need to learn toMalaysia in developing Community College.Within fifteen years, there are 115Community College is in the building bypublic universities. Even 115 CommunityCollege has been accredited by the PublicService Department (PSD) / PositionPerkhidmatanAwam(JPA).6)

Indonesia has the potential socio‐economic, and abundant natural resourcesbut has not been used optimally. This is

partlydueto limitedresources,bothhumanand technological resources. In BlueprintCommunity Academy (2013) gives thepressure, the role of skills‐orientededucation (vocational) becomes important,and strategic optimization of ability toleveragethepotentialofhumanresourcesineacharea.PoliciesoftheDirectorateGeneralof Higher Education, Ministry of Educationand Culture, at the time, strengthen andrealize the availability of Indonesian highereducation quality and relevant to the needsof national development are: a) to developvocational education short term(D‐I andD‐II)orientedemployment;andb)expandandincreasetheGrossEnrolmentRatio(GER)inhigher education. Law No. 12 of 2012 onHigher Education has determinedunequivocally the presence of one form ofcollege is a community college (AK).Conceptually, the purpose of communitycollege are: (a) a place of education andtraining to provide alternative route forvocational schools (SMK) and graduatedfrom high school (SMA), (b) the place ofeducationandtrainingtoprovideknowledgeof lifelong learning to the community(community learning), and (c) to providetrainingandupskillingandre‐skillingforthemanpowerneedsof local(regional),and(d)provide strategic network for strengtheningsocialactivities.

Law No. 12 of 2012 on HigherEducation, Article 56, paragraph 7 of theHigher Education Act No. 12 of 2012,explaining that the form of the collegeconsists of: universities, institutes, colleges,polytechnics, colleges, and communitycolleges. Article 59 (7) confirmed that thecommunitycollege(CommunityCollege)isaform college which runs a program ofvocationaleducationdiplomalevelone(D1)and a diploma two (D2),with a specialty inthe branch of science, science andtechnology, specific local excellence andmeet special needs. Establishment of thecommunity college education based on thecharacteristicsofacommunityandeconomicpotential of the region according to thecorridorsofeachdistrict/cityandprovince.The establishment and management ofcommunity collegecanbeheldeitherat theinitiative of pure district / municipal


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governments as well as by industriesoperating in the area. Furthermore, Article81, paragraph 1 confirms that theGovernment together with LocalGovernment gradually developing at least 1(one) community college in the appropriatefieldswithexcellentpotential intheareaofthedistrict/cityand/orintheborderarea.

Community Academy curriculum wasdevelopedinsynergybetweentheacademiccommunity in industrialized societies, andprofessional organizations. CommunityAcademygraduatesproduct isreadyforuseas a principal activity at the center ofeconomicgrowthineacheconomiccorridor.As a provider of professional personnel inaccordance potential of the region, then itspresence in every city / district throughoutIndonesia should be the primaryconsideration. Community Academycurriculum refers to or aligned with thecurriculum of vocational higher education.Thecurriculumdefineseachstageisheldonan annual basis by having a specificcompetence achievement. Theseachievements referring to the graduateprogram profile in the world of work orindustrybasedonlocalseedeachregion.Thebasic framework and structure of theCommunity Academy curriculum for eacheducation program developed byuniversities, related industries andstakeholders, with reference to PresidentialDecree No. 8 of 2012 on KKNI. CommunityAcademycurriculumhasaprimarystructureconsistingofthreecompetencies:(a)generalcompetence,(b)competencyskills,and(c)aspecial competence. In the group of generalcompetency‐based courses students areexpectedtohavetheabilitytocommunicatebothinIndonesianandforeignlanguages,inat least one foreign language. The ability toutilize the information and technology basebecame an important part as a device toexplore and expand scientific knowledge.Thus, students are expected to be able toaccess asmuch information and knowledgerelated to his chosen field andwere able tocompile it. The practice is intended for allsakeoflearningconductedviatheInternet.

2.3. PotenciesofPresentCommunityCollegePrediction of the establishment of the

Academy of Communities across Indonesiaby2015asmanyas269communitycolleges,asvisualizedinFigure1below.Predictionisdeveloped with the assumption that eachcollegePolytechnic todevelopaprogramofstudy at the College of Foreign Domicile.Implementation of Community Academyunder the guidance of (the college center)through Program Out of Domicile (PDD)shouldbesupportedbythelocalgovernmentdistrict / local town, as confirmed in theMinister of National Education of theRepublicofIndonesia,No.20of2011.

Fig.2.ProjectionofCommunityCollegequantityin2012–2015.7)

BasedontheaccessonMay5,2016,at

theAcademy of Community database in theMinistryofResearch,TechnologyandHigherEducationdescribesthatthenumberofnewState Community College is 92 AK. Thisamount is only reached 34.2 percent of theinitial prediction. As for the course of 92Academy Community as much as 177programsofstudy,consistingof:asmanyas24programsofstudyD1,andD2asmanyas153 courses. Some of the new CommunityAcademy student does not have, because ofinadequate infrastructure. The provision oflandfortheconstructionofthecampusistheresponsibility of local governments, whiletheconstructionofinfrastructurefacilitiesoflearning is the responsibility of the central

0

20

40

60

80

100

60

99

48

18 11

33


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government. Data on new admissions forfouryears, commencing fromtheyear2012to2015arepresentedinthefollowingtable:Table 1. Amount of students in year of 2012‐

2015.8)s

From thedescriptionof thedata from

thenewadmissionsin2010‐2014,thereisadownward trend in the number of studentswho enroll in the Community College. Thishappens due to lack of synergy betweenKemenristikdikti cooperation with theGovernment of Regency / City in equippingthe facilities, educational facilities andprogramdevelopment.Ontheotherhandtheexistenceofhumanresourceswiththestatusof lecturers, instructors and educators havebeen relatively adequate. Number oflecturers for 92 Academy Community hasreached 770 people, consisting of: Civilservant of Dikbud as many as 194 people,Civil servant of the Government of 169people,and407peoplearenotcivilservants.The number of instructors who assist thelearning practice, lab, and field practicesamountedto600personsconsistingof:Civilservant of Dikbud 82 people, civil servants,local government 199 people, and 319people outside the civil service. Meanwhile,the number of education personnel as inadministrative personnel, academicadministration, laboratory and personnelhygieneasmanyas485people,consistingof:Civil servant from Dikbud 23 people, civilservant of the Government of 101 people,andnotaCivilservantfrom361people.

From the description of the dataduringthefouryearsoftheestablishmentof92 Community Academy which canaccommodateahighschoolgraduate/MAK/SMKasmanyas17,506people,of course,will increase the Gross Enrolment Ratio(GER) inhighereducation.Suppose that theStrategic Plan 2014‐209 strengthenRistekdikti in Dikbud 2010‐2014 StrategicPlan, which puts priority programs andactivities domain increase the relevance of

educationandincreasedaccesstothetargetAcademic Community 269 establishmentsthroughout the County / City of Indonesia,with the assumption that each AcademyCommunity has four courses (D1 and D2),and the studyprogramhas30 students, theAcademic Community of each year will beable to accommodate 32 280 people. Thusthe strategic objectives in 2019 as a targetKemenristekdikti performance indicatorscan improve APK the college of 29.15% in2014 to 32.56% in 2019, it is easy to be

realized.

Fig.3.HumanResourcesdatain92

CommunityAcademy.8)

III. CONCLUSION

The pilot program of the Ministry ofEducation and Culture in 2010‐2014 thathave got the attention, and strategicprograms at the local level Regency / CitythroughoutIndonesia,throughtheprovisionof landfortheestablishmentof thecampus.Meanwhile, the Directorate General ofHigher Education regularly roll outoperational funds in developing educationalprograms and learning. Thus it is notimpossible, by looking at an increasingnumberofpeoplewhoenteredtheageofthecollege student is so high, the CommunityAcademywill increasethepercentageofthecollegeAPKsignificantly.Additionally,itwillcreate more and more young people whohaveskills,highcompetencyandproductivethat is expected to be able to competewith

theregionalworkersinASEAN.

0

100

200

300

400

500

PNSDikbud PNSPemda BukanPNS

Dosen Instruktur TenagaKependidikan

Year 2012 2013 2014 2015 Sum

Male 813 2.064 2.097 1.388 6.362

Famale 1.591 3.621 3.580 2.352 11.144

Sum 2.404 5.685 5.677 3.740 17.506


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REFERENCES

1)http://ristekdikti.go.id/refleksi‐1‐tahun‐kemen terian‐riset‐teknologi‐dan‐pendidikan‐tinggi,downloadMey12,2016

2)http://www.kompasiana.com/wisnuandangjaya/mea‐dan‐pendidikan‐yang‐berkualitas,downloadedonJuny22,2015.

3)http://ristekdikti.go.id/refleksi‐1‐tahun‐kemen terian‐riset‐teknologi‐dan‐pendidikan‐tinggi,downloadedonJanuary2,2016.

4)Emeagwali,N.S. (2007).CommunityCollegeOffer Baby Boomers and Encore. [Online]Available:http://www.acteonline.org(March17,2007).

5)http://www.americancommunitycolleges.comisgarticles/communitycollege‐steppingstone.php),accessedon20Februari2016

6)(http://www.studyadvisor.com.my/communi tycolleges.htm.). downloaded onFebruary21,2016

7)Direktur Kelembagaan dan Kerjasama(2013). Cetak Biru Akademi Komunitas,Direktorat Kelembagaan dan Kerjasama,Direktorat Jendral Pendidikan Tinggi,KementerianPendidikandanKebudayaan.

8)http://akademikomunitas.ristekdikti.go.id/akademi/index, downloaded on Mey 5,2016.


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DESIGNEXPERIENTIALLEARNINGONCOMPETENCEBASEDTRAININGCOMPUTERENGINEERINGANDNETWORKS

INVOCATIONALHIGHSCHOOL

RianaT.Mangesa,[email protected]

ABSTRACT

Experiential learning is oneof severalmodelsof learning that canbeused toenable students to

learnthroughtheexperiencesofindividualsinthelearningprocessofcomputerengineeringandnetwork(keahlian teknikkomputerdan jaringan‐TKJ) Vocational High School. The purpose CBT of applying thelearningmodel is toreflectaprocessofmakingmeaning fromdirectexperience throughthepatternofactivity gradually, step by step associated with the delivery of the contents of teaching materials.Therefore,theobjectiveofthisresearchis;(i)designingamodeloflearningintheCBTand(ii)Testthefeasibilityof themodeland the instrumentof theaspectscontained in the learningexperiencedirectly.Thisstudyemployedtheresearchanddevelopmentmethods,whichreferstothestagesBorgandGall.Toassess the feasibleandconsistencyofagreementamongraters,ananalysiswasconductedbymeansofcoefficientsofCohen'sKappa.TheresearchwasconductedatVocationalHighSchool(SMK),SMKNegeri1SombaOpuinGradeX,whichisusedasatestsubject.Theresults;(i)Thisstudyemployedtheresearchand development methods CBT models qualify the validity and (ii) the feasibility study model andinstruments.Keywords:experientiallearning,competencebasedtraining,CBT,vocationalhighschool

I. INTRODUCTION

Empiricallyprofessionallaborproblemsin Indonesia have not achieved the expectedresults. Some of the problemswith regard toHuman Resources professional labor is asinadequate.YusidToyib,(2015)thenumberofworkers certified construction sector is stillsmall,(http://bisnis.liputan6.‐com/read/5‐tenaga‐kerja‐konstruksi).

Based on the projected growth of theindustry in 2010 the productivity of ITpersonnel Indonesia just 25,000/year. Thismeansthatin2015Indonesiamayexperiencea shortage of around 327 813 people.According to Telkom PDC Raden CenterDirector Moh. Kusno (2013), explained thatthemanpowerneedsofICTcompetencyareasisveryhigh,moderateemploymentgrowthITIndonesia only 9.2%/year,(http://www.pikiranrakyat.com/pendidikan/kebutuhan‐tenaga‐ict).

In particular problems in VocationalHigh School (Sekolah Menengah Kejuruan ‐SMK) is generally associatedwith limitations;equipment, the low cost of the practices, andthe learning environment that does notconform to theworldofwork.This condition

causes the unpreparedness of graduates inenteringtheworldofwork.Inconnectionwiththese problems , the fulfillment of claimscurriculumtoimprovethesysteminademanddriven principles on which to base theimplementationofcompetency‐basedlearningwillalsoproblematic.

Sukamto (2001), stating that thereconstructionof the visionof education intothe world of work through a learningapproach, which gained a conduciveenvironment,willevolve, if themomentumofdecentralization can be utilized carefully toanalyzethecontextofthepotentialandneedsofeachregion.

SMK managed with reference to thevocational educational purposes, namely, toprepare skilled graduates who are ready toenter the world of work and the industry sothat the curriculum should be developedbasedontheneedsoftheworkforce,(demanddriven).Equipment forthepracticeshouldbeprovided with the same criteria or at leastclosed with the world of work. Learning inSMK such that graduates actually ready toentertheworldofwork,inthesenseofhaving


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theknowledge,skills,andattitudesneededintheworkplace.

Partnership SMK and industry in theorganized learning is something that shouldbe obvious. Learning a vocational educationcannotonlyorganizelearningthatareschool‐based learning, but also must work‐basedlearningbecausepreparegraduates forwork.Institutionsof vocational educationprovidersmustalsoconducteducationalprogramswithteaching and learning based CBT, which istryingtoclosebetweeneducationalinschoolswiththeindustrialworld.

Axioo industrial world, which is aninstitution of electronic products Indonesia,hasatrainingprogramforvocationallearnersand educators throughout Indonesia, calledAxioo Class Program (ACP). This program isheld on the industrial grade TKJ in somevocational majors with the aim of preparinggraduates according to thepassing criteria inthe industry (industrial competence). But donotsetupalearningtoolandeducators.

AccordingHamalikO,(2007)learningisa combination that includes elementscomposed humane, facilities, equipment andprocedures that influence each other toachievethegoaloflearningitself.Thelearningprocess is the most basic activities in thewholeprocessofeducation,becauseeducationsuccess or failure depends on how one'slearning process occurs after the end oflearningactivities.

Many teachingmethods based industrythat can be implemented by vocationaleducation, such as EL learning as a processwhereby knowledge is created through thetransformation of experience, produce draftWork Based Learning (WBL) were trying toclose between educational at schoolwith theworldofwork.WBL is a contextual approachinwhichtheworkplace(business‐industrial)provides a set of workplace‐based learningexperiences are structured. Riana Mangesa,Dyah D. A. (2015) explained that productivelearninginvocationalprogramsareinherentlydual ‐ based, learning in school andstrengtheningbusinessesandemployment.

In the process of learning the learningprocess is expected to occur immediately (=EL) or a modification of an industry‐basedlearning model, so that dual‐based in thecontext of partnerships with industry, can

contribute to improve the quality of learningoutcomes and graduate. Learners will gothrough stages in the learning processimmediately,whichisexpectedtobedesignedonthemodelEL‐basedCBT.

Instructional design , including thedevelopment of materials and learningactivities,testingandassessmentofmaterials,as well as the implementation of an overallprocess of learning about the needs andlearning objectives. Instructional design as adiscipline,discussvariousstudiesandtheoriesabout development strategy and processlearningandimplementation.

Sudira Putu (2009), stated that theconcept of competency‐based learning/CBTfocuses on what can be done as the thinkability and consistently as an embodiment ofknowledge, attitudes and skills possessed.Arends(Trianto,2009:41),directlearningisone instructional approach is specificallydesigned to support the learning processesrelated to knowledge of something(declarative) and knowledge (procedural) isstructuredandactivitypatternsthatgradually,stepbystep.

PoweredNur(2011)suggestedteachingmodels directly aimed at the achievement oftwo main objectives, namely, the completionof academic content is structured andacquisition of all types of skills The principleofcompetency‐basedlearningbySudiraPutu,(2009) the principles of competency‐basedlearning include (1) Focused on learners, (2)Focusing on the acquisition of competencies,(3) learning objectives specific, (4) Theemphasis of learning on performance/performance, (5) Learning more individual,(6) the interaction using multiple methods:active, problem‐solving and contextual, (7)Educators functionmoreas a facilitator, (8 )oriented to the needs of the individual, (9)Feedbackisimmediate,(10)usingthemodule,(11) Study field (practice), (12) Theassessment criteria using the referencebenchmark.

Jubaedah (2010), CBT is learningprocess of planning, implementation andassessment refers to the mastery ofcompetencies that have been defined as astandard reference for learning achievementstandards compliant workforce.Characteristics of learning activities as


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follows: (1) The learning activities are themasteryofcompetenciesby learners; (2)Theprocess of learning should have equivalence,competence condition where it will be used;(3) Activities are individual learning, thelearners with other learners no dependence;and (4) Must be provided enrichment(enrichment) for students quicker andprogramfixes(remedial)forslowlearners.

The quality of educational outcomesassessed both in terms of input, process andoutput, which is heavily influenced by thereadiness of learning tools and learningapproaches used and assessment. So as toachieve the learning objectives, need to bedesignedaccordingtotheneedscompetenciesbeachieved,Pardjono(2003).

TKJ field curriculum, vocationalgenerally refers to K13. Therefore, indesigning a learning tool EL‐based CBT andevaluation tool refers to the curriculum in2013andtheindustrialworld.Referringtothecharacteristicsofdirectlearningtheprinciples

andcharacteristicsofCBT, isconsideredveryappropriate to be applied in a modifiedlearning called direct learning(=EL) modelbased CBT. Model is serving as guidance toeducators in planning and carrying outteachingandlearningactivities.

II. METHOD

This study employed the research anddevelopment methods, which refers to thestages Borg and Gall (1983). This researchseeks to produce amodel Learning Direct (=EL) in theCBT, on the course for class XTKJSMK Somba Opu. Appropriate stages ofresearchR&D,dotheneedsanalysisphasetoidentify and analyze to determine thecompetency profile, within the framework ofthecontentsoftheanalysisresults,curriculumandmaterials.Thendesign(design)prototype(learning tools, evaluation and researchinstruments) Judgement validated by expertsofTKJ,lecturerandteacher.

Figure1StagesofResearchandDevelopment

ChartstagesofresearchinFigure1,isdivided into two main activities, includingactivities inthepre‐developmentinthefirstyear, include: (1) the requirement analysisphase, (2) the design of development phaseand (3) the validation expert, then revised.Afterrevision indraft,prototype isamodel.The next activity at this stage ofdevelopment,are: (4) the testingphaseoftheproduct;and(5)evaluationstageseveralschools.

Analysis of data is using qualitativedescriptive analysis techniques. Gradingscale using Likert scale with a scale of 1‐4refers Azwar Saifuddin, (2010) weremodified.

Table1CategoriesValidityNo Category Values1. Valid 3,6≤M≤4,02. FairlyValid 2,6≤M<3,53. Less Valid 1,6≤M<2,54. Invalid 0,0≤M<1,5

Description:M=meanscore


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III.RESULTANDDISCUSSIONCompetencyneedsanalysis conducted

by collecting data documentation K13curriculum competencies computerengineering expertise and networks.Furthermore, identifying the competencies

required by the world of work through ajointworkshop.Theresultsoftheanalysisofthe needs formulated draft CompetencyProfileSkillsPackageComputerEngineeringandNetworks.

Table1BasicCompetencyProfileTKJ

NoBasicCompetence (CompetencyIndicators)

Cognitive Affective Psychomotor1. Understandingthevaluesof

faithaccordingtheirreligionUnderstandingthenetworkoperatingsystemsecurity.

Presentingtheresultsoftheauditservernetwork

2. DescribingthegreatnessofGod

Understandingtheresourceadministrationofcomputernetworks.

Configuringtheoperatingsystemintegrationwithanetwork(internet)

3. Practicethevaluesoffaithaccordingtotheteachingsofhisreligion

Understandtheresultsoftheadministrationofnetworkresources.

Configurenetworksecuritysystemsandtestingnetworksecuritysystem

4. Appreciatingtheworkofindividualsandgroups

Understandcommunications(IP),tools(tools),andadigitalsystem(howmanyports).

Installingsoftwarefornetworkmonitoring

5. Demonstratescientificbehaviorineverydayactivities.

Understandinghowtoconfigureintegrationwiththenetworkoperatingsystem.

Presentingtheresultsofusingthenetworkmonitoringsoftware

6. Gettingusedtolivemutualrespect,andensuringorderlyworkingenvironment.

Presentingtheresultsoftheconfigurationoftheoperatingsystemintegrationwithanetwork(internet)

Presentingtheresultsoftheconfigurationoftrafficandbandwidthmanagementonnetwork

7. Understandingtheimportanceofcohesioninthework

UnderstandingIPmanagement,eachdevicesmusthasanidentifiedIP

EnablingIntegrationwiththenetworkoperatingsystem(Internet)

8. Understandingthetypesofsecuritythenetworkoperatingsystem

Understandinghowtrafficmanagementandbandwidthonthenetwork

Presentingtheresultsofusingthenetworkmonitoringsoftware

Figure2DraftLearningModel


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The formulation of the competenceprofile is becoming the starting materialdesign of the draft model of learning andresearchinstrumentsasfollowFigure2.Theresearch instrument that has beenvalidated, analyzed by statistical testsCoefficient Cohen's Kappa, (Nitko A.J &Brokhart S.M., 2007: 80). Instrument to bereliable if coefficient (r) ≥ 0.70. So theinstrumentusedasfeasible,aretabulatedinTable3.Table3ResultsValidationInstrumentandDeviceModel

InstrumentsRerataSkor(M)

KoefisienKappa®

Valid(3,6≤M≤4,0)

1.AssessmentRPP

3,77 0,874 Valid

2.ScoringRubric

3,91 0,873 Valid

3.Responstudent

3,74 0,738. Valid

4.ResponTeachers

3,80 0,749 Valid

5.Teachersactivities

3,69 0,738 Valid

This research is R & D, referred to

Borg and Gall development model, whichresultsinELCBTlearningmodelinthefieldofTKJSMKNegeri1SombaOpu.Theresultsshowed that a decent used models CBT isconsidered effective to improve thecompetence of learners, through the stagesoflearningdirectly.

IntheopinionofNur(2011)modelofdirect teaching is an effectiveway to teachskills,aimedattheachievementoftwomainobjectives, namely, the completion ofacademic content is structured andacquisitionofalltypesofskills.CBTlearningmodel development is processing onlearningEL.Indetail,theresearchisdoneinseveral stages. Stage design is validated byexpert of subjects/areas of expertise aresame. All the instruments have beenvalidated.Validity is thedegree that showswhere a test measures what it intends tomeasure,Sukardi(2011).

Based on the validation results, thedraft was revised in accordance with theadviceoftheexpert.Suggestionsareusedtorevise some basic competencies and repair

instruments scoring. Based on AzwarSaifuddin (2014), validity refers to theextent to which the accuracy of a test orscalethemeasurementfunctions.

Some of the material found on thecompetenceoftheworkshoptotheworldofwork,hasbeenformulatedasacompetenceprofileTKJ.AccordingtoTriBudiSiswanto,(2010) partnerships with a vocationaleducationinstitutionintheworldofworkisone way learning institutions in thereconfiguration of its resources whileutilizing a variety of competenciespossessedbyothers.IV.CONCLUSION

Competence shared identificationmethod TKJ field practitioners and Telkomthroughtheworkshopiseffectivelyusedtoanalyze TKJ competencies required by thelabor market, referring to the K13curriculum.Todesignmodelsandtoolsareneeded learning competency profile.Modeland learning devices suggests theimportance of revamping the CBT learningcompetency‐based workforce. EL modelsare empirically‐based CBT has theadvantage to improve the morale ofparticipantsandeducatorsbecausethere isan active mentoring, to help create aconducivelearningatmosphereforlearningthat is individual, there is openness fromvarious directions, encourage and developcreative thinking for participatory to findsomething.REFERENCESAzwar, Saifuddin. (2014). Sikap Manusia

TeoridanPengukurannya.Yogyakarta:PustakaPelajar.

Budi Siswanto. (2010). InternalisasiKarakter melalui PembelajaranBerbasis Tempat Kerja padaPendidikan Vokasi Diploma IIIOtomotif. Yogyakarta. ProsidingUNY.2010.

Hamalik, Oemar.(2007). PendidikanTenagaKerja Nasional: Kejuruan,Kewirausahaan dan Manajemen.Bandung:PT.CitraAdityaBakti.

Jubaedah,(2010). Model Link And MatchdenganPendekatanCompetencyBasedTraining Pada Pembelajaran Tata


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GrahadiSekolahMenengahKejuruan,dalam Jurnal Universitas PendidikanIndonesia,1412‐565X.

Nitko A.J., & Brookhart S.M., (2007).Educational Assessment of Students.(6thed.). Colombus, Ohio: PerasonMerrillPrenticeHall.

Nur,M.(2011).ModelPengajaranLangsung.Surabaya: Pusat Sains danMatematika Sekolah UniversitasNegeriSurabaya

Pardjono, dkk. (2003).Pendidikankejuruandengankurikulumberbasiskompetensiberorientasi kecakapan hidup.Makalah disampaikan dalamLokakaryaPembelajarandenganKBKBerorientasi Kecakapan Hidup.Tanggal 29 dan 30 April 2003 di FT‐UNY.

Riana.Mangesa., Dyah Andayani. (2015).Pengembangan Model PembelajaranBerbasis Kompetensi Bidang

Kelistrikandi SMK. JurnalCakrawalaPendidikan,Th.XXXIV,No.3.Oktober2015.

Sudira, Putu. (2009). Tujuh Prinsp DasarPendekatan Pembelajaran BerbasisKompetensi.http://blog.uny.ac.id/putupanji/tujuh‐prinsip‐cbt/, diunduh 28Januari2016.

Sukamto. (2001). Perubahan KarakteristikDunia Kerja dan RevitalisasiPembelajaran dalam KurikulumPendidikan Kejuruan. Pidato padaRapat Terbuka Senat UniversitasNegeriYogyakarta.

Sukardi.(2011) Statistik Pendidikan.Yogyakarta:UsahaKeluarga.Ash.Shaff

Trianto. (2009). Mendesain ModelPembelajaran Inovatif‐Progresif.Jakarta:KencanaPrenadaMediaGrup


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MADRASAHALIYAHANALYSISFORTHEIMPROVEMENTOFVOCATIONALGRADUATES’COMPETITIVENESSTOFACEGLOBALWORKFORCE

AdhanEfendi1,JengIswari2

YogyakartaStateUniversitye‐mail:[email protected]

ABSTRACT

OneofvocationaleducationinIndonesiaatthesecondarylevelisMAK(MadrasahAliyahKejuruan/

VocationalIslamicSecondarySchool).MAKprepareslearnerstohavethereadytoworkcompetenceandagoodpersonalitybasedonthespiritual(religious)contextthatisconsideredcapableofmakinggraduatescompeteintheASEANEconomicCommunity(AEC).TheaimofthisstudyistofindouttheprofileofMAKinthespecialprovinceofYogyakartainitsrelationtotheschoolreadinesstoincreasethecompetitivenessof thegraduates.The research is a survey study.Data collection isdonebyquestionnaire, observation,interview,anddocumentation.Dataanalysisisconductedquantitatively.Researchfindingsshowthat,ingeneral,MadrasahAliyahwithvocational/skills learninginYogyakartaisnotgoodenough.Theaveragescoreforeachfactorisasfollows:thereadinessofhumanresources67.5%(enough),thereadinessofthelearningprocess76.6%(good),thereadinessof facilitiesandinfrastructure78.3%(good),managementreadiness71.4%(enough),fundingreadiness57.5%(notgood),readinessofschoolculture7.7%(good),partnershipreadiness56.2%(notgood),andthereadinessoflearnersandgraduates66.2%(notgood).Keywords:MAK,globalization,competitivenessI.INTRODUCTION

ASEAN Economic Community (AEC),whichwasseton31stofDecember2015,isthe beginning of the opening of freeeconomic interaction and integrated in theSoutheast Asia region ranging frominvestment, trading of goods andcommodities, as well as the use ofworkforce with the terms and conditionsagreedby themembercountriesofASEAN,includingIndonesia.

The purpose of the establishment ofAEC integration is to increase thecompetitivenessoftheASEANregionintheworld market, to reduce poverty, and toimprove the community welfare of theASEANmember.Thisisexpectedtocreateanew equilibrium condition in the economyof a countrywidely,whichwould certainlyaffect the social, geographical and otherconditionsgradually.

One of the results of the AECagreementisthefreeuseofworkforce.Theworkforce is closely related to HumanResources (HR) thus requires highlyqualified and professionals humanresources. Qualified human resources areformed in the pattern of training andeducation. In the education sector,

vocational education has contributed ingeneratinghumanresourceswhoarereadytowork.

In Indonesia, vocational education issecondaryeducationthatpreparesstudentsprimarily to work in a particular field sothatalearnermusthavethecompetencetomakehimdeserveajob.Thecompetenceisobtainedbythelearnerwhilestudyingataneducationalinstitution.

Formal educational institutions thatfocus on preparing students to have a jobcompetence in upper secondary level arethe vocational high school (SMK) andvocationalMadrasahAliyah(MAK).MAKisaform of formal education which organizesvocational education in secondaryeducation.MAKisdifferentfromhighschool(SMA),inwhichSMAisorientedincommonknowledge (cognitive knowledge) learningonly,whileMAKisorientedincognitiveandproductive learning. The knowledge that isproductiveisexpectedtobeaprovisionforgraduatestobereadytowork.

Indonesia puts MAK as part of anationaleducationsystemthathasagoaltoimprove professional, qualified, and highlycompetitive human resources, who has agoodworkethicandskills.Thishasbecome


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the focus of the Ministry of Education toMAK to face the global challenge ineducation. In its development, vocationaleducationchallengetodayishowtopreparegraduates who are capable of taking partandcompetingandcapableofcompetingintheworkenvironment.

GraduatesofMAKareexpected tobeready to work as experts in their fieldand/orbeabletocreatejobs.Butinfact,theconditionofMAKnowisnotmuchdifferentfrom other high schools, the CentralStatistics Agency (BPS) said the number ofunemployed graduates of MAK is greatercompared than SMA which is 11.24% perAugust2014,while theunemploymentrateof high school graduates is 9.55% perAugust2014.

MAK is a secondary educationalinstitution that prepares learners to havereadytoworkcompetence.Thecompetenceis expected to improve Indonesian humanresourcessothat,tocompeteinAEC.MAKisa form of formal education units in thetargetMinister ofReligionwhich organizesvocational education with the peculiaritiesof Islamic religion at the secondary level.MAK does not only give the learners thework competence but also the ability tocompletethesocialandreligiousknowledgewhich isexpected tomakestudentsable tocompeteanddevelopthemselveslateronintheworldofwork.

This study maps the profile ofMadrasah Aliyah with vocational/skillslearning (MAK) in the special region ofYogyakarta and analyzes the readiness ofMAK in improving the quality of graduatesinordertofacethecompetitionintheglobalmarket. Analysis of school readiness isneededbeforethegovernmentdecidedonapolicyorprogramtoimproveschoolquality,which means improving the quality ofhumanresourcestobeoptimized.Madrasah Aliyah Kejuruan/ VocationalIslamicSecondarySchool(MAK)

MAK is a form of formal educationunit which organizes secondary educationasa continuationof theSMP,MTSorotherforms equivalent (Sisdiknas Act No. 20 of2003). Subsequently, education objectivesofSMKaccordingtoLawNo.20of2003are

dividedintothegeneralpurposeandspecialpurpose.

The general objectives of vocationaleducation are: (a) Increase students' faithand devotion toAlmightyGod, (b)Developstudents' potentials to become noble,healthy, knowledgeable, skilled, creative,independent, democratic and responsiblecitizens, (c)Develop students' potentials tohave a national awareness, understanding,and respect for cultural diversity ofIndonesia, (d) Develop students' potentialsto have concern for the environment byactively contribute in maintaining andpreserving the environment, and usenaturalresourceseffectivelyandefficiently.

While the specific purpose ofvocational secondary education as follows:(a) Preparing students to becomeproductive human beings, able to workindependently,fillthevacanciesthatexistasmiddle‐level workforce in accordance withcompetence in the skills program chosen,(b)Preparingstudentstobeabletochoosea career, tenacious and persistent in thecompetition, adapt the work environmentand develop a professional attitude in thefield of expertise that interested them, (c)Provide students with science, technology,and art so they will be able to developthemselves in the future eitherindependently or through higher levels ofeducation, (d) Provide learners withcompetencies in accordance with theselectedprogramexpertise.

FromtheexplanationoftheAct,itcanbe concluded that vocational education isthe secondary education that prepares thestudentsforworkinaparticularfield.ImplementationModelofMAK

MAK is a new concept of thedevelopment of vocational high schoolexpectingthelearnerstohaveagoodmoralas recommended by the religion of Islamand have the benefit of skills that can bedeveloped as a provision for independentliving in the community after graduating.The concept of learning at the MAK is theprogramimplementationskillsinMadrasahAliyah (MA) of Yogyakarta. Theimplementation of skills program at themadrasah/schoolisstillvaried,depending


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onthepolicyoftheschoolmanagement,andhas not been programmed as expected(Widodo,2007).

In facing the global challengesincluding the internationalization ofeducation, CAFTA, AFLA, AEC and the like,thereadinessofallpartiesisrequired.SMK/MAKas amid‐level vocational institutionthat produces graduates to work in theindustry need to be prepared as well aspossible in order to be able to generategraduateswho are competitive both insideandoutsidethecountries(Ali,2010).Intheeffort to improve the quality andcompetitiveness,SMK/MAKhaveavarietyof challenges as described in Figure 1(Sutrisno,2007).

Figure1.SMK/MAKfuturechallenges

Moreover, according to DitPSMK(2008), the readiness of educationalinstitutions in dealing with globalcompetition can be seen from some of themainaspects.Someaspectsofthemarethereadiness of human resources, learningprocess, curriculum, facilities andinfrastructure, school management, schoolculture or the culture of work (academicatmosphere),financing,andaccreditation.

II.METHOD

Thisresearchisasurveystudywhichaims to explore the phenomenon and thephenomenon that is now becoming a hottopic in the community, namely theMadrasah Aliyah with vocational/skillslearning (MAK) readiness in dealing withthe ASEAN Economic Community (AEC).Vocational education becomes one of the

human resources producers that areexpected to have the competence in thepractice area. Human resources who havethe competency could enhance thecompetitiveness and industrial capabilitiesof a region which will indirectly affect thereadinessofIndonesiainfacingAEC.

Data were analyzed related to thereadiness of Madrasah Aliyah withvocational/skills learning (MAK) in thespecialregionofYogyakarta intheefforttoimprove thequalityandcompetitiveness inorder to face the global workforce. Theresearchobject isMAKorMadrasahAliyahplusSkillsinYogyakarta,4samplesfrom15MadrasahAliyahinYogyakarta.

The data collectionwas done in fourways, namely questionnaires, interviews,observation, and documentation. Dataanalysis using descriptive statisticalquantitative‐qualitative data supported theobservation and documentation to reducebias.

III.RESULTSANDDISCUSSIONThe readiness of human resources

(educators,staff,andstudents)ismeasuredbased on the aspects of MAK vision,commitment and motivation,communication skills in Bahasa Indonesiaand international languages, and ICTmastery. The readiness measurementresults on the aspects of human resourcesarepresentedinFigure2.

Figure2HumanResourcesReadiness

Thereadinessof the learningprocess

ismeasured based on the attractiveness oftheteacherintheteachingaspect,theuseofinstructional media, teaching preparation,teachingmaterialsused,thereferencesusedandthelearningprocess.Resultsoflearning

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process readinessmeasurement are showninFigure3.

Figure3.Teachingandlearningprocess

The readiness of facilities andinfrastructure is measured based on thefeasibility aspect of school facilities andinfrastructure, the number of classrooms,library condition and completeness, ICTfacilities, facilities and infrastructurehygiene, and environmental conditions ofthe school. The measurement results ofreadinessoffacilitiesandinfrastructureareshowninFigure4.

Figure4Facilitiesandinfrastructures

The management or the school

management readiness is measured basedon the aspect of awareness of leadershipthatwouldimprovethequalityofeducationin schools, the implementation of schoolimprovementprogram,thedivisionoflabor(job description), standard operatingprocedures, the relationship betweenteachers, students and leaders, attendanceof students and teachers, and guidelinesdevelopmentforschoolactivities.Resultsofschool management readinessmeasurementarepresentedinFigure5.

Figure5SchoolManagement

Thereadinessof funding ismeasuredbased on the aspects of the adequacy offunding, participation of parents in schoolactivities funding, the funding of theactivities of production units, and fundingfromgrantsandcollaborationwithindustry.The results of funding measurement areshowninFigure6.

Figure6.Funding

The readiness of school culture ismeasured by the paragon of teachers andschool leadership, discipline, productivity,student study groups, and activities inschool. School culture readinessmeasurementresultsareshowninFigure7.

Figure7.SchoolCulture

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Partnershipreadinessismeasuredbasedonaspects of school cooperation withbusiness/industry parties or otherinstitution, the place of competence test,student working practices placement, andjob placement of students in thebusiness/industry or other agencies. ThemeasurementresultsinthepartnershiparedrawninFigure8.

Figure8.Partnership

The readiness of students andgraduates ismeasured based on aspects ofthepublic interestthatwanttoget intotheMAK, the national exam, absorption ofgraduates in the workforce and thepercentage of graduates. Results ofmeasurement of learners and graduatesreadinessarepresentedinFigure9.

Figure9.StudentsandGraduates

Based on the results of humanresources questionnaire data reviewed infour aspects, two aspects are in a goodcategory and other two aspects are in theenoughcategory(firstisthecommunicationskillsinBahasaIndonesiaandinternationallanguage, the second is ICTmastery). Datafrom the questionnaire is relativelyconsistentwiththeresultsofinterviewsandobservations stating that human resources

still not using both full Bahasa Indonesiaand International language (Examples:EnglishandArabic)eventhoughtheschoolhasorganizeda languagedayonceaweek.English mastery should be improvedminimally in the aspect of the ability tounderstand the books and articles inEnglish.TeacherswhoseEnglishproficiencywithaTOEFLscoresmorethan450arestillvery limited.Therearemany teacherswhodo not have a TOEFL certificate orcertificates of other language skills.AlthoughEnglishisnottheonlyaspectthataffects, the language has a strategic role inimproving the quality of education inresponding to global challenges. In theaspect of ICT mastery, both teachers andstudents do not have too much powerbecauseintheschool,theinternetaccessisnotfullspotwifiandthecomputerfacilitiesattheMAKarestillinsufficient.

Thereadinessof the learningprocessis measured in six aspects. The resultsshowed three aspects are categorized asgood, others in the category enough whenthe learning process is a very importantelementingeneratingqualifiedgraduates.Itismoreduetothelackofabilityofteachersto follow the development of methods,media, and technology in education. Thedemands of the high number of teachinghoursandyetMAKcoherenceintheconceptof religious learning and vocationalpreparation causing less optimal learning,the use of ICT‐based learning media,development of teachingmaterials, the useof references in English learning and e‐learning.

For the readiness of facilities andinfrastructure, in general, MAK inYogyakartahavefacilitiesthatarenotquiteadequate. It is equally consistent with theresults of interviews and observationsstatedthatthefeasibilityoffacilitiesinMAKshould be improved, especially likeclassrooms, laboratories, and workshops.The number of the classroom itself is stilllackinginsomeschoolsbecauseofthehighinterest fromthepublicwhowant tostudyinMAKandtheschoolsalsohavenotdaredyet toexpandthenumberofclassesdue tolackofclassroomfacilities.MAKfocusesthevisionandmissiononthemasteryofscience

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and technology and enhances the goodattitude based on religion so that this kindof school has good facilities such asmosques that were clean and wellmaintained, toilets, classrooms and schoolenvironment that was clean andcomfortable.

School management, in general, hasbeen running pretty good. Data from thequestionnaire showed that the aspect ofawarenessoftheleadershiptothequalityofeducation in schools and the attendance ofstudentsand teachersgaingoodscores.Onthe other hand, the aspects ofimplementation program, the division oflabor, the relationship between studentsand teachersaswellas thedevelopmentofguidelines for activities in schools scoredenough.TheaspectsofSOPdidnotgetgoodscore through the interviews. It is becausethey lack teachers and instructorswhouseSOP as a guidewhen doing the practice orskills test. Some of the MAK in the specialregionofYogyakartausethecottagesystemso that the students occupy the dormitoryaroundschools thatallowthemtobemoredisciplined in terms of attendance and befaster to know the environment for newstudents. Awareness of school leaders,teachers, and employees in meeting thechallenges of AEC in the education aspecthasbeenrecognizedby theschool.But justto be more realistic, MAK focus more onimproving the vision and mission ofinternallyandnotyetfocusedoncompetingglobally.

Funding is a factor that is difficult tomeasure because it involves matters thatare confidential and taboo. MAK has beenseparatedfromgovernmentfundinginfundmanagement.MAKdidnotgetagoodscorein funding aspect. This is due to the MAKand industry cooperation that are still notrunning good and MAK still uses theproceeds of parent participation in helpingthepracticalactivitiesintheworkshop.Theproduction unit of MAK is still notmaximized because MAK focuses on thedevelopment of independent businesswhoseprimarygoaltoeducateandcultivateanentrepreneurialspiritforthestudents.

TheschoolcultureofMAKisanaspectthat scores pretty good. The role model of

teachersandschool leaders,grouplearningandotherstudents’schoolactivitiesaspectsalso got a good score, while aspects of thediscipline and productivity scored enough.It is also consistent with the results ofinterviews and observations made in theMAK that states the learning culture in theformofMAKeasierforMAKusingboardingsystem which means that students livearound the school. MAK also highlightspropertiesorgoodmorals.FortheMAK,itisnot only the ability of the skills they areselling but also rather the students' workethic attitude that will make them moreadaptableandstronginthecommunity.

Cooperation (partnership) betweenMAK with stakeholders is an importantaspectinthedevelopmentofMAKinfacingthe AEC. Based on the results ofquestionnaires, job training placementaspect scored enough while aspects ofschool cooperation with the industrialworld, the existence of a competency testand job placement of students in theindustry got a not good enough score. Theaspect of job training placements orinternships in MAK that works with theindustryaroundtheschoolaimstoprovidearealexperienceforthestudentsaccordingtotheirexpertise.Aspectsthatgotnotgoodscore considered reasonable by the partyleaders and teachersbecauseMAKstill hasnot yet donemanyMOUwith the industrybutsomeschoolshavealreadycollaboratedwith the University in Yogyakarta such asUPN, UGM, UNY, and UAD. MAK does notonly provide the competence ability tostudents but also focus more on educatingstudents to entrepreneurship later on. Thejobmarket forMAKgraduates is no longerheld by the school because the school isfocused on educating students to becomeentrepreneurs.

The readiness of students andgraduateswereevaluatedfromfouraspects,only the aspects of the public interest thatwant to continue toMAK got a good scorewhile aspects of the national examination,absorption of graduates in the workforceand the percentage of students' graduationstillgotanotgoodscore.This isconsistentwith the results of interviews andobservationsthatthepublicinterestofMAK


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that mainly located in rural areas is veryhigh. Absorption of graduates in the jobworld still scored poorly because MAKgraduates still have to compete with highschool and vocational school graduates toget a job, limited jobopportunities and thelackof cooperationwith the industrymakeMAKgraduatesarenotoptimallyabsorbedintheindustrializedworld.

IV.CONCLUSION

From the analysis of the data anddiscussions, the two following formula canbe concluded. First, Madrasah Aliyah withvocational/skills learning in Yogyakarta isgenerally not good enough. The averagescore for each factor is as follows: thereadiness of human resources 67.5%(enough), the readiness of the learningprocess 76.6% (good), the readiness offacilities and infrastructure 78.3% (good),management readiness 71, 4% (enough),the funding readiness 57.5% (not good),school culture readiness 7.7% (good),partnershipreadiness56.2%(notgood)andthe readiness of learners and graduates66.2%(notgood).

Second, MAK has a lot of things thatneed to be considered in improving thecompetitiveness of graduates to face theglobalization of workforce which are theaspect of human resources, managementreadiness, readiness of funding, andpartnership and students and graduates

readiness. In general, MAK still focus onimprovingstudents'skillsinordercouldbeable to compete locally but in fact, has notbeen global. Overall, the potentialdevelopment of MAK is quite good,especially in the aspect of students' workethic, work attitude and students potentialtoevolve.

REFERENCESAli, M., and Hartoyo. (2010). “Analisis

Kesiapan SMK dalam menghadapiInternasionalisasi Pendidikan”.LaporanPenelitian.Yogyakarta:PusatStudi Pendidikan Teknologi danKejuruan bekerjasama dengan PusatStudi Kebijakan Pendidikan LembagaPenelitianUNY.

DitPSMK. (2008). Panduan Evaluasi DiriSekolah Menengah Kejuruan BertarafInternasional (SMK ‐ SBI). Jakarta:Departemen Pendidikan Nasional,DirektoratPembinaanSMK.

Sutrisno, D. (2007). “Menuju SMK BertarafInternasional”. Makalah disampaikanpada acara Persiapan PelaksanaanEvaluasi Diri SMK BertarafInternasional.Jakarta.

Widodo,Noto.(2007).PengembanganModelPembelajaran Kejuruan di MadrasahAliyah Kejuruan Daerah IstimewaYogyakarta. Yogyakarta : FakultasTeknikUNY.


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VOCATIONALSTUDENTS’SELF‐AWARENESSANDLEARNINGNEEDSTOSURVIVEANDTHRIVEINTHEIRJOB‐LIFE

AdiSuryani1,UsmanArief2,TriWidyastuti3ITS(INSTITUTTEKNOLOGISEPULUHNOPEMBER)

e‐mail:adisuryani.rahman@gmail;[email protected];[email protected]

ABSTRACT

Preparingvocationalstudentstobereadytofacetheirjoblifeneedscontinuousandlongprocess.

Thefastchangesof jobmarketsdemandvocationalstudentstobereadytoadaptthemselvestovariousjob contexts. These job environments can be different from one job to another jobs. This implies thatvocationalstudentsneedtobeself‐reliance.Theyshouldbeabletoassessandmonitorwhattheyneed,whatmay lead to theirsuccessandbeawareof theirownselves (whatmotivates them,whatare theirstrengths,whattheyneed,whataretheirownweaknessandaretheyreadytocompete in jobmarket).Thus, this study aims to examine some vocational (polytechnic) students’ self awareness and learningneedstogrow.Thedataarecollectedfromfifty‐threewrittenresponsesofpolytechnicstudents.Thedatashow that vocational students feel theneed to equip themselveswith various soft skills insteadof justtechnicaljobrelatedskills.Theyhighlighttheneedtoacquireanddevelopteam/organizationallearning,masterpublicspeaking,socialcommunication,timemanagement, leadership,Englishlanguage,problemsolving and critical thinking. They also feel that to get desired job, they should internalize certaincharacters:beingresponsible,self‐independent,discipline,self‐confidence,wellself‐adapted,beingloyal,hardwork,beresilientandbeinginitiative.Itisnotsufficienttoacquirejobrelatedcharacters,theyalsoneed to be able to behave ethically and religious. This study indicates that to be holistic vocationallearnersanddoers,vocationalstudentsneedbuildingself frominsideandbuildingself fromoutsidebycombiningaffective,socialandcognitivecapacities.Keywords:self‐awareness,learningneeds,learningmotivation,self‐learning,softskills

I. INTRODUCTIONVocational students are different from

non‐vocational students in some aspects.They are prepared to work or expected tostart their job career earlier than theircounterparts. There is also a commonconception that they are forced to takevocational study due to financial issues andlimitation. They should help their parents.The other common perception is they arelosingcompetitionwiththeircounterpartstoenter non‐vocational program of study.However, not all vocational students havesimilar perception or are under similarreasons or forces to enter vocational studyprogram. Other vocational students mayhave innate interest to learn vocationalknowledge. They prefer to have practicalcognition better than theoreticalunderstanding. Other students may lovevocational study because they see othervocational students’ success in their jobcareer. This indicates that vocationalstudents may learn for different reasonswhichmayaffecttheirlearningmotivation.

The complexity of job life requiresvocational students to learn not onlycognition knowledge which relates totechnicaloperationorthehardwareof theirjob, but also affective and social knowledgewhich relate to software and humanware.Withintheirjoblifetheywillnotonlydoingtheir main (core) jobs, but also performingnon‐corepartof their job,but thisnon‐coreelement decides their job success. Thosenon‐core jobs include regulating self andsocial life. They should be able to managetheir own selves, motivate, seek foropportunitiestodevelop,handleself‐conflict,development initiatives (autonomous),independence, resilience, and adaptation.Since these selves are surrounded by socialenvironment,theyshouldbeabletodevelopsocial competencies. Thesemay cover learnfrom other people, communicate effectively,teamworkcapacity,copewithinterpersonalconflict. The dynamics and development oftheirworkplace tend topress themto learncognitively, affectively and socially. Thisindicates that it is significant to equip


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vocational students’ interpersonal andintrapersonalcompetencies.

In this study, we intend to explorevocational students’ voices on what theyneed to learn todevelop.Thus, it is focusedonstudents’viewsandtheirselfanalysisonwhat they need. The discussion is specifiedto examine four main aspects. Those arestudents’ self motivation, self‐readiness toface global era, soft skills they require todevelop and self‐effort to preparethemselves towork in global era. Themainaimof this study isproviding learningneedprofile of vocational learners viewed fromtheirselfawareness.

Therearetwomainissuesweintendtoexplore.Thoseare:(1)Howdotheyperceivetheir readiness to enter their workplace(preparednesstowork)?This includeswhatare their efforts to prepare themselves, (2)What they feel/think they need to besuccessfulintheirworkplace?1.1. JobCompetencies

Vocational students should not onlydeveloptheirtechnical‐cognitiveskills.Theyshould be taught to acquire and build uptheir intrapersonal skills. Many intelligentworkers cannot survive in their workplacebecause they do not know how tosocialize/interact,communicateandregulatethemselvesduringtheprocessofinteraction.This indicates that vocational learners needmore than technical‐cognitive knowledge. Itis significant for vocational education toinclude tacit and explicit knowledge (Hadi,Hassan, Razzaq & Mustafa, 2015: 1164).Delahaye and Brian (2002, cited in Hadi et.al.,2015:1164)statethatexplicitknowledgetends to be conscious and can be conveyedthrough verbal communication, while tacitknowledge tends to be unconscious,individualized and difficult to be validated.To do their job obligation, workers needcompetence. It indicates one’s capacity toexecutetheirtask(Hadi,et.al.,2015:1166).Furthermore, Hadi, et. al. (2015: 1166)exemplifiesgroupsofcompetenciesrequiredin workplace: capacities, dedication,understandingandskills.Thesecompetencesshould not be stagnant, but it should bemaintained and developed through theprocess of continuous learning. Vocational

students should be able to increase theircompetencies after they are leaving theirformal study. The nature of industrializedcorporations which continuously changesforces its workers to learn during their joblife (Velde, 1999: 437). Furthermore, Velde(1999) emphasizes the need to considervocational job competencies from theinterpretative‐relational view which arguesthat how a worker does their job iscontingent on how he/she perceives theirwork and experiences. Thus, a worker’sperformance on his job represents howhe/she thinks about his/her job. Sandberg(1994, cited in Velde, 1999: 441) mentions“intentionalviewofcompetencerepresentsanewwayoflookingatcompetencewheretheindividual’sdynamicconceptionoftheworkandhis/herrelationshipto it isrecognized.”Furthermore,Sandberg(1994,citedinVelde,1999: 441) suggests phenomenologicalapproachasawayto implement intentionalcompetence and highlights the need ofworker’sexperience.Thisviewisrelevanttoapplication of constructivism in workplace.Each worker may build their ownmeaning/interpretation based on certainworkplace situation (Kerka, 1997). Farmer,Buckmaster and LeGrand (1992, cited inKerka, 1997: 3) argue that workplacelearningrepresents“constructivism,situatedlearningandcognitiveapprenticeship.”

Other researchers highlight differentarea of skills required to contribute toworker’sjobcompetenciesbuilding.Someofthose skills are using ICT skills tocommunicate, share, exchange informationin workplace (Mustapa, Ibrahim & Yusoff,2015), stimulate self interest, maintain theinterest and self‐efficacy (Sargin, Baltaci,Bicici & Yumusak, 2015), teamwork skill(Hannes, Raes, Vangenechten, Heyvaert &Dochy,2013;Wijnia,Kunst,vanWoerkom&Poell, 2016), communication skill (Awang&Daud, 2015), reasoning, deciding and goalorienting skills (Koopman, Den Brok,Beijaard & Teune, 2011), cognitive andscholastic capacities (Volodina, Nagy &Köller, 2015) and career learning capacity(Kuijpers,Meijers&Gundy,2011).Baartmanand de Bruijn (2011: 126) classify jobcompetencies intosixcategories:conceptualunderstanding, problem ‐solving,


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professional skills, knowledge development,occupational identity and job performance.Rus, Yasin, Yunus, Rahim and Ismail (2015)argue that vocational education should beconcentratedonexperiences.

Success inworkplace also tends to beinfluenced by workers’ personality, theirinterest, career choice and suitabilitybetween person and job available (Song &Chon, 2012). Personality and behaviouralroles of workers should be taken intoaccounttoeducatevocationalstudents(Song& Chon, 2012). A worker’s can accomplishhis/her job well when he/she can conformhim/herself to his/her work environment(Šverko&Babarović,2016).Savickas(1997,citedinŠverko&Babarović,2016)mentionsthat workers need to develop careeradaptabilitywhichrepresentsone’scapacitytoaccomplishhis/herjob,dealwithchangesand handle task stress. Savickas and Porfeli(2012, cited in Šverko & Babarović, 2016:91) define career adaptability capacity as“selfregulationmechanismorcapacitiesthatperson can rely on to solve unfamiliar,complex or ill‐defined problems that canarise from developmental vocational tasks,occupational transitions and work traumas.Thus, vocational education should bedirected to build competencies whichcombine one’s knowledge, skill and attitude(Eraut, 1994; Kaslow, et., al., 2007, cited inBaartman&deBruijn,2011:127).Theotherneed which should be significantlyincorporated into vocational education isstudents’ capacity to learn about learning.Vocationalstudentsneedtoknowhowtoberesponsible on their own learning (Choi &Kang, 2014: 3520) and be independent inhandling their study weariness (Cai & Xi,2015).

In building vocational students’competencies, educators face diversechallenges. One of those challenges isrepresenting authentic workplaceenvironment into classroom (Hämäläinen&Oksanen, 2012). The other issue relates toincongruity between vocational learningprograms and job reality (Sharon, 2009,citedinBehroozi,2014:266).

1.2. Self Awareness and Self‐RegulatedLearningJob in the global era can be dynamic.

This indicates that possessing knowledgefromtheir formaleducationafter they leavetheirhighereducation level isnotsufficient.They should be able to teach and learn bythemselves responding to the changes intheir workplace. They should develop selfawareness,selflearningandselfregulation.

Self awareness represents one’scapacity to be conscious on his/her ownaffection,behaviourandattitutestorespondcertain circumtance (Benbassat & Baumal,2005:156).Thisselfawarenessisrelatedtoself regulation in which students areexpected to develop capacity to generatethingsfromtheirownthinking,emotionandbehaviour (Zimmerman, 2000, cited inZimmerman,2002:65).Zimmerman (2001,cited in Zimmerman, 2002: 65) argues thatself awareness can reflect one’spreparedness which is significant forindividual’s transformation.The concepts ofself awareness and self regulation highlightstudents’individualdifferences.Itisvitalforstudents to know about themselves to dealwith their strengths and weaknesses(Zimmerman, 2002: 65). Self regulatedlearning is essensial for vocational studentsto continuously learn in their workplace.ThisisasarguedbyZimmerman(2002:66)

“Self‐regulation is important because a majorfunction of education is the development of lifelonglearning skills. After graduation from high school orcollege,youngadultsmustlearnmanyinformalskillsinformally.Forexample,inbusinesssettings,theyareoftenexpectedtolearnanewposition,suchassellinga product, by observing proficient others and bypracticing on their own. Those who develop highlevels of skill position themselves for bonuses, earlypromotion, or more attractive jobs. In selfemployment settings, both young and old mustconstantly self‐refine their skills in order to survive.Their capability to self regulate is especiallychallenged when they undertake long‐term creativeprojects, such as works of art, literary texts, orinventions. In recreational settings, learners spendmuch personally regulated time learning diverseskillsforself‐entertainment,rangingfromhobbiestosports”(p.66)

Self regulation involves behavior andprocess to get information and skill(Zimmerman, 1989: 329). Self regulationallowsindividualstocheck,leadandcontroltheir actions towards their objectives for


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obtaining and broadening knowledge anddeveloping self (Paris & Paris, 2001: 89).Self‐awareness can also benefit studentssince they can evaluate themselves andevaluate theit external environment (Duval&Wicklund, 1972, cited in Geller & Shaver,1976: 99). Moreover, self awareness andself‐confidence can intervene one’s decisionon his/her career (Amudson, 1995, cited inMcCarthy & Garavn, 1999: 437).Furthermore, Rochat (2003: 719‐722)divides self‐awareness into five stages:confusion, differentiation, identification,permanence and self consciousness ormetaself awareness. Awareness is not onlyabout self, it is possible that an individualfeels other people awareness. There isrelationship between self awareness andother awareness in which represents self‐awareness from the view of other person(Lewis et., al., 1989, cited in Asendorpf,Warkentin&Baudonniѐre,1996:313).Vagoand Silbersweig (2012) mention that selfawareness, self regulation and selftranscendence can reduce one’s strainingand stimulate “intention, motivation,attention regulation, extinction,reconsolidation, prosociality, non‐attachmentanddecentering.”

II. METHOD

This study adopts a qualitativemethod. The data are gathered fromvocational students’ written responses onopen ended questions. The researchinformants are fifty three vocationalstudents from polytechnic study program.The open ended questions are designed astools for collecting data on several aspects:motivation/interest, self‐preparedness,required soft skills, self‐learning andvocational learning challenges. Thedata areanalyzed by adoptingwithin and cross caseanalysis.

III. RESULTANDDISCUSSION3.1. DataRepresentation

The collected data are classified intoseveral categories. The first category isstudents’ motivation (forces) behind theirdecision to take vocational study. It isassumed that their reasons on for choosingwill provide basis for their learning spirit

during their study. The second category isstudents’perceived learningchallenges theyface during their learning process and theirself awareness on what are important forthem.Itisassumedthatduringtheirlearningprocess,theydevelopconsciousnessonwhatthey need. The last category is theirperceivedreadiness for jobandtheireffortsto prepare themselves for job‐life in thefuture.

The first category of data shows thatvocational students decide to take theirlearningprogrambecauseofseveralreasons.Their reasons can be classified into threemainmotives. The firstmotive is cognitive‐practical drive. The vocational studentsmention that by taking vocational program,theygetmorepracticalknowledgeinsteadofjust theoretical understanding. They believethat practical learning allows them tounderstand the concept/theory easier.Belowissampleofdatashowingastudent’smotivation to maintain his/her vocationalstudybecauseofsomeaddedknowledge.

“Pada awalnya saya tidak tertarik untukmengambiljurusan teknik baik di universitas maupun dipoliteknik. Akan tetapi setelah sayamenjalani kuliahselama4semestersebagaimahasiswapolitekniksayabarupahamdanmengertibahwakuliahdipoliteknikkita mendapatkan point plus. Selain kita diajarkanuntuk menganalisis secara teori materi perkuliahankita juga diajarkan untuk menerapkan materi yangkita peroleh secara praktik. Jadi antara teori analisidan praktik seimbang. Sperti yang kita tahu bahwanantidalamduniapekerjaankitatidakhanyadituntutuntuk terampil dalam analisis tetapi juga dituntutuntuk terampil dalam menerapkan ilmu yang kitadapat dalam praktik. Maka dari itu saya sangatmenikmatikuliahsayadipoliteknik.”

(student11)

The other advantages of learningvocational study are developing theiranalytical thinking/skill, deepening andbroadening knoweldge that they gain insenior high school. The second drive isaffective‐behavioural motives. They believethat vocational institution can facilitatesthemtoshapeworkethos/mentalityorbuildcertain characters (for instance,responsibility, initiatives, discipline,commitment, ethical behaviour, sociability)requiredintheirjob‐life.Theotherreasonisthey are motivating to continue theirvocational interestthattheyhavesincetheyare in seniorhigh schools.The thirdmotiveis social forces.Thisdrive indicates that the


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students’ decision can be affected by theirsocial surrounding and interest indeveloping their social capacities. Thestudents express that they aremotivated tolearn vocational disciplines because of theirparentalsupportororders/instructions.The

other reason why they taking vocationalstudy is because they have successful rolemodels around them who can encouragethem. These role models can be theirbrothers and seniors. Friendship is theirotherreasonstochoosevocationalprogram.

Figure1.Thevocationalstudents’readinessandselfawarenessonlearning

The second category of data showthat vocational students are aware oflearning and job challenges they faceduring their study and potentially theywill encounter in their future job. Thereare several challenges that they identifywhich they find during their learning.Those challenges are relating to timemanagement, energy management,perceived lack of soft skills, lack offreedom to select their own topic, toomuchtimefocusedforacademicactivities,gender issues and too much pressure.Some of the students feel thatwhat theytakeintheirvocationalstudydoesnotfitto their interests. In spite of challengestheyencounter, they findseveralsourceswhich make them enjoy their learningprocess. Those are strong bond offriendship, learn several softskills,develop sense of social belongness andacceptance,feelself‐confidenttocompetein global market. Below is a sample ofdata showing a vocational student’schallengeandjoyhe/shefeelsduringthelearningprocess.

“Sebagaimahasiswapoliteknik,sukayangsayadapatadalah rasa salingmemiliki antar tean, karena dari

kelas1hingga lulussayamemilikikelasyangdimanaharusmemiliki rasa salingmemiliki satu sama lain.Lalu adalah rasa etos kerja keras dimana politekniksendirimengedepankanpraktek,agarlebihsiapkerja.Untuk dukanya, yaitu adalah banyaknya tugas,laporanyangharusdikerjakandalamsatuwaktu.Halinimemaksakitauntuklebihmeluangkanwaktuuntuktugasketimbangistirahat.Laluperbedaanwaktuliburdengan institut/universitas, politeknik libur tidakberbarengan dan waktu libur yang tidak sebanyakinstitut/universitas.”

(student3)

To respond to these challenges, thestudents need intrapersonal andinterpersonal capacities. They express thatthey should prepare themselves (buildingself). This self building requires them todevelopperson‐job fit characters, ethosandselfcapacities.

Theymentionawiderangeof self‐jobfit elements. Those are responsibility,problem solving, risk taking capacity,survival skill, self‐leadership, discipline,strong mentality, decision makingcompetence, building commitment, self‐confidence, hard working ethos, self‐independence, internalize religious values,time and self management, critical thinkingand initiatives. They also express that theyshould develop social capacities since theyshouldworkwith others. There are several


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interpersonal components the studentsmention: communication,interaction/socialization, teamwork,leadership, ethic, public speaking,organizational management, foreignlanguage skill, presentation and social

adaptation. The extract of sample of databelow shows a vocational student’sexpressiononhis/herlearningneeds.

“1)disiplin,karena seorangyang suksesnamun tidakdisiplin akan gagal juga, 2) mampu bekerja sama,dalam dunia kerja, seseorang tidakmungkinmampumengerjakan sesuatu sendirian, namun harusberkolaborasi dengan yang lain, 3) kepemimpinan,seoarng pegawai tidak melulu menjadi bawahan,dalam keadaan tertentu juga berhak menjadipemimpin,4)kemampuanberkomunikasidenganbaik,caraseseoarngberkomunikasidenganyanglaindapatmenunjukkancaramerekaberfikir.”

(student7)

They are aware that to preparethemselves, it is not sufficient to just learntheir vocational disciplines. They shouldbroaden their learningscope/areas tocoverthe dynamics of job market. They expressthat to prepare themselves they performseveralactions.

The first action is participating inlearning communities: students’organization, communities outside camous,contribute to technology competition,participate in seminars, trainingandsocietyservices. The second action is self‐preparation: perform self‐directed learningby sharing with (learning from ) successfulalumni (seniors), increase work experiencebybecomingparttimers,preparevisionandobjectives for their future, learnharder andbe more conscientious, practice what theyget in everyday life. The third action is jobfield preparation by finding someinformation about desired job, learn publicspeaking. However, the data also show thatsome vocational students are not ready toenter job market because of some reasons.The first reason is relating to the academiccompetencies, for instance they are still inthefourthsemester,stillconcentratemainlyon theory, still donot understand the giventheories.Theotheraspectisconcerningwithjob‐relatedskills, for instancesoftskills (forinstance, time management, discipline, ,motivationtocontinuestudy intouniversity

degree, insufficient working experiences,need more time to explore job‐relatedknowledge, still just obtain job‐relatedknowledgefromapprenticeship.

All three categories of data areencapsulatedinfigure1.Itbriefsallthedata.

3.2. “Wewillmeetpeoplewith various

characters”anditsimplicationsThedataextract “wewillmeetpeople

with various characters” implies thesignificant role of interpersonal aspect inone’s job life. Today’s globalization eraeradicates people’s boundaries. Individualcannot work alone to satisfy his/herdemands, he/she have to collaborate withothers (Schein, 1994: 12). This pushespeople in its’ era to work, interact andcommunicate across different regions andnationalities. Globalization forms recenteconomic and cultural regions inside andoutside countries (Giddens, 1999: 13). Thisimpliesthattoday’sstudentsshouldbereadyto work with people from differentregions/cultures within and outside theircountries. Thus, hardskill technicalknowledge only is not sufficient forvocationalstudents.

The data show that the students feelself‐need to build their self capacities(person‐job fit character, ethos, discipline,decision making, independence,responsibility) and social competences(communication, interaction, teamwork,ethic, public speaking, organizationalmanagement, foreign language skill,presentation and social adaptation). Thefollowing sample data confirms the findingon students’ vocational need for socialbuilding.

“Softskillsangatdiperlukanuntukmembekalidirikitauntuk menjadi orang yang sukses dikemudian hari.Hard skill (akademis) saja tidak cukup untukmenghadapi dunia kerja nantinya. Karena dalamdunia kerja kita akan menghadapi banyak orangdengankarakteryangberbedabedadandari lingkupyang lebih luas. Maka dari itu dengan adanyapembentukan keterampilan soft skill sangatdiperlukan, antara lain: mengikuti organisasi,mengikuti kegiatan pelatihan, mengikuti kegiatanpengabdianmasyarakat,karakterbuildingdll.Hal‐haltersebut sangat bermanfaat untuk mengembangkansoft skill kita, karena kita akan bekerja danberinteraksi dengan banyak orang. Hal itu sebagaibekaluntukkitamenghadapiduniakerjanantinya.”

(Student2)


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How the students in their job lifebuild/develophis/herprivateself canaffecthis/her social self. When he/she is notdiscipline, be irresponsible or cannotinteract appropriately with others, it canstimulate conflict, obstructs group/team/organizational coordination, lead to jobdissatisfaction andmay affect job longevity.The grounding construct of organization isthe coordination of activities for reciprocalassisstance (Schein, 1994: 13). As one formof organization, companies require workerswho can be coordinated to reachorganizational goals/production. Thisimplies that the worker should be able toregulate themselves (their self‐aspects) andconform to the coordination of company.This also can indicate one’s capacity toperform self‐group identification andadaptation.Worker’scapacitytosuccessfullyinteract with others in his/her jobenvironment can lead to job satisfactionrelated to interaction context (Katz & VanMaanen,1977,citedinSchein,1994:88).

Thisisrelevanttothedatawhichshowthatthevocationalstudentslearnteamworkby participating in students’ organization,following technology competition andjoining service for community activities.Through these activities the vocationalstudents may learn how to socialize withothers.Within theorganizationcontext, thissocialization process is significant becausethroughthis interactionmembers“learntheropes”ortrytoknowandstudyregulations,socialnormsandwaystointeractwithotherpeopleappropriately(Schein,1994:p.21).

The data also show that the studentsare aware that they should be both beindependent and dependent. This impliesthat they should be able to both learnindividually and integrate their individuallearning into group/team learning whichaccumulates in organizational learning.Thisrequires the students to perform anintegration of adaptive, generative andtransformative learning. Adaptive learningencourages them toperformself adaptationto the changes occur in group/team,generative learning enables individuals tolearn new attitude, knowledge as groupsexperiencenewchangesand transformativelearningallowsselfandgroupstoengage in

dialogue and reflect from new experiences(Sessa & London, 2006: 119‐123). All oftheselearningprocessesissignificantforthestudents to conform and adapt to group’schanges.

Their capacity to adapt to group ofpeople and group’s changes can allow themto be fluid and can work with differentpeople.Surroundingaspects, includingworkstructure, site and work agenda can pushpeople to interactwithother certainpeople(Schein, 1994: p. 153). Successful effort toadapt can result ingroup/social acceptance.Failure in self‐group adjustment can raisepsychological issues for the members(Schein,1994:156).

During the process of learning in theirvocational study, the students experiencehappiness because they can develop strongbondoffriendshipwiththeirpeers.Thiscanprovidedirectsociallearningexperiencesforthevocationalstudents.Students’ successfulsocialadjustmentisnotindiactedbygrades,but their capacity to interact with others(Hartup,1992,p.1,citedinLinke,2011:14).

The studyalso finds that thevocationalstudents‐informantsareabletoproduceself‐awareness on their own learningsituations/contexts(learningmotives,needs,readiness, challenges, happiness and self‐initiatives to expand their capacities). Thisself‐resources can be useful for themwhenthey enter their workplace. They shouldexplore what they need to develop in theirworkplace. Learning needs excavation onwhat is applicable in certain environment(Claxton, 1999: 12). By having self‐awareness capacity they can observe theirworkplace environment and examine whattheyneedtolearntosurviveandgrow.Thisindicates that what they will get after theyleavetheirformalvocationalprograms,whatthey get from formal study will change,developandcannot accomodate theirneedsanymore. Thus, they have to perform selflearningtobeworkerswhohavecapacitytodo lifelong learning inany jobenvironment.AsstatedbyClaxton (1999:13‐14) “lifelonglearningdemands,forexample,theabilitytothink strategically about your own learningpath,andthisrequirestheself‐awarenesstoknowone’sowngoals,theresourcesthatareneeded to pursue them, and your current


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strengths and weaknesses in that regard.”Moreover, the students are aware of thesignificanceroleofpeopleenvironment,asa

socialandindividual/privateselfdemandfortheirsuccessinworkplace.

Figure2.Implicationsof“wewillmeetpeoplewithvariouscharacters”

Figure 2 encapsulates the implications

of the implications of ‘we will meet peoplewith various characters. It extracts theessenceofdiscussion.

VI. CONCLUSION

To face globalisation era, it is notsufficient to equip vocational students hardskillsonly.Theyareawarethatintheirworkplace, they must not only accomplish theirwork, but they have to interact/socializewithotherstofinishtheirjobsincetheywillnot work alone. How theyinteract/communicate with others in theirworking environment can also determinequalityoftheirjob,jobsatisfaction,evenjoblongevity.Therearetwoaspectstheyshouldbuild: self and social factors. These twofactors are interrelated. Self competencieswillaffect jobsocial lifeandviceversa. “Wewill meet people with various characters”has several implications. Those are jobsatisfaction, especially interaction context,social acceptance, job longevity, adaptationto group dynamics/changes, peer learningand sharing. This social learning issignificant since it is sufficient to work bybringing knoweldge from their vocationalstudy. They should be able to survive anddevelopwithinvariousworkenvironmentbylearningfomtheirrealsocialsurroundings.

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THEFACTORSTHATAFFECTSTHESUCCESSOFENTREPRENEURSHIPOFFASHIONPROGRAMATYOGYAKARTA

Ma’rifatunNashikhah,Moch.BruriTriyono

PendidikanTeknologidanKejuruanPPsUNYmarifatun.nashikhah@gmail.com

ABSTRACT

Theresearchaimstorevealthefactorsthataffectsthesuccessofentrepreneurshipoffashionprogramatyogyakarta.The factors thataffectsthesuccessofentrepreneurship isentrepreneurialskill thatviewedfrom business skill and technical skill of students. The research was ex‐post‐facto research, withquantitative method with the total of sample were 68 students which were established by theproportionalrandomsamplingtechnique.Thedatawastakenbyquestionnairesatvariableofbusinessskillandthesuccessofentrepreneurshipwithlikertscaleandratingscale,whilethevariableoftechnicalskillusedthesecondarydatafromthescoreofendsemester.Thedatawasanalyzedusingthemultipleregressionanalysis.Theresultsoftheresearchshowthat(1)thereisasignificanteffectofbusinessskillonthesuccessofentrepreneurshipstudentsoffashionprogramandthecontributionof53.9%;(2)thereis not significant effect of technicall skill agaist the success of entrepreneurship students of fashionprogramandthecontributionisverylow1.2%;(3)thereisasignificanteffectsimultaneouslyofbusinessskill and technicall skill on the success of entrepreneurship students of fashion program and thecontributionof52.7%.Keywords:technicalskill,businessskill,thesuccessofentrepreneurship

I. INTRODUCTION

Based on the agreement countries ofASEANhas done free trade, goods, services,capitalandinvestmentmovefreelybetweencountries in ASEAN that called with AseanEconomic Community in 2015 since 31December2015(DitjenPEN,2012).TheFreetrade can strength cooperation amongmembers of ASEAN and opportunities foreach citizen of AEAN to work or open abusinessintheAseanCommunity.Thisisthechallenge for the people of Indonesia, toprepare themselves compete withcommunity such as Malaysia, Singapore,BruneiDarussalamandothers.

Strategy that can be done is preparedof human resources through of vocationaleducation, by improving the quality of theyoung generation of Indonesia to competewithothercountriesindependentlybybeingyoungentrepreneur.Educationthatgivingacontributionisimprovedtheabilityandskillstudents as the younger generationprospective that qualified and productive,skilledand independent.Studentsashumanresources generation must be able to freetrade and compete in the global. Improvingthe quality of human resources through

educationsectorisimportantinpreparationforglobalchallenges.

The quality of Indonesian humanresourcesshowsthelackofpreparednesstocompete in the global era Asean EconomicCommunity 2015. Based on Central Bureauof Statistics data in 2014 showed that theunemploymentrateinYogyakartacityisthedomination of high school that reached55.28%. While the open unemployment bylevel of education, vocational high schoolexperiencing is the highest percentage19.47%, 16.41% followed by senior highschool, junior high and 17.78%. Theunemployment rate shows that need toimprove the quality of human resources inIndonesia. The increasing of percentageunemploymentrateshouldbeminimized, inorder to reduce the unemployment rate inIndonesia(BadanPusatStatistik,2014).

The unemployment rate of vocationalhigh school that experiencing the highestpercentage of graduates make humanresourcesof vocational high schoolmustbeimproved. The quality of education is aprocess that integrated with the quality ofhuman resourcedevelopmentprocess itself.Business development is high quality

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education, among others to develop thepotentialofvocationalgraduatesthroughthedevelopment of quality human resources.Thevariousbusinesseducationdevelopmentquality isdevelopthepotentialgraduatesofvocational high school to be youngentrepreneur that independent andsuccessfully.

Invocationalhighschool,developmentof human resources useful to preparestudents improving the quality of potentialbecause vocational education is theeducation that designed to develop skill,understanding,theattitude,habitsofwork,andappreciationthatrequiredbyproductiveworkers to enter the world of work andmakeprogressatwork.

DavidMcClellandsaidthat(Astamoen,2008, p.11) the country will reach theprosperity if the number of entrepreneur aminimum of 2 % of the population. If thenumberof Indonesianprojected227millionpeople, at least should be more than 4million entrepreneurs. It means, estimatedthatIndonesianstilldeficiencyof3.6millionmore entrepreneur. If 10 % of 3.6 millionentrepreneurs consist of some students ofvocational high school, so problemsunemployment who became polemic cangiving impact benefits prosperity andeconomicdevelopmentIndonesian.

Strategy the vocational education inthefuturemustchangethatstudentsdonotonly oriented to graduates that is readilyworkedtocompanies,buthowthegraduatesof vocational high school canopenbusinessbybeingyoungentrepreneurwhosucceededin accordance fields of expertise. Studentswhohavepotentialskillcansharpenthrougheducation entrepreneurship or withprovisionsforentrepreneurship.

Training and learning aboutentrepreneur is preparing students fromgraduateofschoolandbecomeentrepreneuryoungwhosucceeded.Trainingandguidanceis carriedoutbyproviding strengthening tostudents toprepares toyoungentrepreneursuccessfully with identify the factors thataffect the success of entrepreneurship ofvocationalhighschoolstudents.

The concept that developed fordeveloping and provisions forentrepreneurial skill students that viewed

fromseveralaspectstofindthefactorsofthesuccess of entrepreneurship vocational highschool students. The provisions is not onlyabout knowledge about academic ofentrepreneurship, but how to make theaspects of student competency thatsharpenedentrepreneurialskill.Inthiscase,entrepreneurialskillisexpertisetopreparedstudentstostartprovisionentrepreneurship,an entrepreneur is someone who creates aproduct,process,knowmarketofneedsandsuppliesofgoods(Lambing&Kuehl,2003).

Entrepreneurial skill is the merger ofthe two sides of the ability of someone toovercome difficulties and the challenges ofbusiness.Theentrepreneurial skill someonecan empower knowledge of resources,production, information technology, financeand marketing. There are several skill thatcan affect an entrepreneur, according toLambing & Kuehl (Hendro, 2011, p.30)entrepreneurship was creative endeavorwhobuiltavaluethemselveswhohasnotyetbeen into being and it could be enjoyed bythe people, any successful of entrepreneurhave fourbasicelementwhich is theability,courage, steadiness, and creativity to createcreation. An entrepreneur must be able tomanagement self in creating ofentrepreneurial skill. The directorateeducation and training the community saidan incubator entrepreneurial need amanagement systems or management thatcould support and the establishment of thean incubator entrepreneurial as expectedthat carry out a process learning ofentrepreneurship directly in the practiceeffort (Direktorat Pembinaan PendidikanMasyarakat,2012).

Sothat focusofstudy isrelatedtothesuccess of factors entrepreneurship studentof fashion program at Yogyakarta in someaspect.

II. METHOD

The research was ex‐post‐factoresearch, with quantitative method. Theresearch of Ex‐post‐facto examine thedependent variable based on events thatoccurred and wants to track factors of thecause or something influence it. Purwanto(2012, p.181) said that the research of ex‐post‐facto is research where variable that

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researched(dependentvarible)havebeenatthetimeoftheresearch,theresearchertakeoneormoreof theresultsand test thedatawithexaminedtothepastoftheeventtofindthecauseofoccurred.

The researchhavedone to knowhowthe influenceofbusinessskilland technicalskill on the success of entrepreneurship offashionprogramatYogyakarta. In this case,theresearchersobserve,takenotescarefullyand systematically on various indicators ofthe skills so that known to influence on thesuccess of entrepreneurship students ofvocationalhighschooloffashionprogram.

The research research have done atvocational high school at Yogyakarta wereSMK Negeri 6 Yogyakarta, SMKMuhammadiyah4Yogyakarta,andSMKPIRI2Yogyakarta.ThepopulationwerestudentsofXIIgradevocationalhighschoolintourismexpertise study of fashion program atYogyakarta and the totalof samplewere68students which were established by theproportional random sampling technique. Itis seenbasedon analysis of the third skills:softskill,technicalskillandbusinessskillonsuccess of entrepreneurship. Sugiyonothought (2012, p.117) the population andsampleistheobject/subjectthatpossessthequalitiesandcharacteristicofcertainthatsetbyresearchers.Table 1. Calculation of sample every vocationalhighschoolatYogyakartaNo SchoolName Popul

ationCalculationof

samples

Totals

1 SMKNegeri6Yogyakarta

50 50/83x68

40

2 SMKMuhammadiyah4Yogyakarta

18 18/83x68

15

3 SMKPIRI2Yogyakarta

15 15/83x68

13

Amount 83 68

Technique of collection of data is the

way that used by researchers in collectingdata. Technique of collection of data in thisresearch is as follows: (a) the method of aquestionnaire for measuring variablebusiness skill and the success ofentrepreneurshipofstudent;(b)themethodof documentation for measuring technical

skill vocational high school students.Documents thatused, theresultsofvalueoftechnicalskillsatoneofproductivesubjectsstudents for measuring how far the skillsinfluence the success of entrepreneurshipstudentatfashionprogram.

Descriptive analysis used to analyzedatabythedescribeofdatathatcollected.Ina description of data determine with theaverage value/mean(M), the middlevalue/median (Me), the value that oftenarise/ mode (Mo) and standard deviations(SD).

III. RESULTSANDDISCUSSION

Datadescriptionispurposethatgivingthegeneraldescriptionofthespreadofdataobtained in the field. The research on theinfluencetechnicalskillandbusinessskillonsuccessful student of fashion program wasconductedinthreeinvocationalhighschoolat Yogyakarta and the total number of 83studentswereconductedsamplinguntiltheyreachedrespondentsas68astudentofclass12expertisefashionboutiqueasthesample.Adescriptionof thedata is served from theresultof this researchpurposeof giving thegeneraldescriptionofthespreadofdatathatobtainedinthefield.

Data on the business skill obtainedwiththeclosedquestionnairebythenumberofpointsas12statement.Thedata fromtherespondents, the score is 67 lowest andhighestscoreis100.ThedatausingSPSSv.23program, with the value of mean 79.79;median of 79; mode of 75; and standarddeviationsof6,746;withthetotalofscoreof5.426. Distribution of data business skillpresented in the form of a frequencydistributionintablefollows:Table 2. The Distribusion of Data Frekuensi ofBusinessSkill

No.ClassInterval

ClassLimit Freq. (%)

1 67‐71 66,5‐71,5 7 10,42 72‐76 71,5‐76,5 19 27,93 77‐81 76,5‐81,5 19 27,94 82‐86 81,5‐86,5 10 14,75 87‐91 86,5‐91,5 9 13,26 92‐96 91,5‐96,5 2 37 97‐100 96,5‐100,5 2 3 Amount 68 100

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To understand the description ofbusiness skill on success entrepreneurshipstudent of vocational school, counting byaverage score. From the result of the datawasobtainedthemeanvalueof80andSD7.So to know a tendency of business skill onthesuccessofentrepreneurshipstudentwillbasedoncategorisationasfollows:

Table3.CategorizationofBusinessSkillThe

FormulaTheRangeofTheScore

Score Category

X≥

+1.SBxX≥80+1.7 X≥87 VeryHigh

+1.SBx>

X≥

80+1.7>X≥80

80‐86 High

>X≥ ‐

1.SBx80>X≥80‐7 73‐79 Medium

X< ‐1.SBx X<81‐1.6 <73 Low

The result from the tablecategorisation of business skill on successentrepreneurship students of vocationalschool,from68thestudentswereasfollows:1) there are 7 students (10,4%) as low; 34students (49,9%) as medium; 14 students(20,6%)ashigh;and13students(19,2%)asveryhigh , so thatbusinessskillof studentson success entrepreneurship were thecategoryofenoughofhigh.

Data on the business skill obtainedwiththeclosedquestionnairebythenumberofpointsas12statement.Thedata fromtherespondents, the score is 68 lowest andhighestscoreis95.ThedatausingSPSSv.23program, with the value of mean 80,81;median of 80; mode of 78; and standarddeviationsof5,852;withthetotalofscoreof5.495. Distribution of data technical skillpresented in the form of a frequencydistributionintablefollows:

Table 4. The Distribusion of Data Frekuensi ofTechnicalSkill

No.ClassInterval


1 68‐71 67,5‐71,5 4 5,82 72‐75 71,5‐75,5 2 33 76‐79 75,5‐79,5 25 36,84 80‐83 79,5‐83,5 26 38,25 84‐87 㶦3,5‐ 1 1,56 88‐91 87,5‐91,5 3 4,47 92‐95 91,5‐95,5 7 10,3 Amount 68 100

To understand the description oftechnical skill on success entrepreneurshipstudent of vocational school, counting byaverage score. From the result of the datawasobtainedthemeanvalueof81andSD6.So to know a tendency of technical skill onthesuccessofentrepreneurshipstudentwillbasedoncategorisationasfollows:

Table5.CategorizationofTechnicalSkillThe

FormulaTheRangeofTheScore

Score Category

X≥

+1.SBxX≥81+1.6 X≥87

VeryHigh

+1.SBx>

X≥

81+1.6>X≥81

81‐86 High

>X≥ ‐

1.SBx

81>X≥81‐6

75‐80 Medium

X< ‐1.SBx X<81‐1.6 <75 Low

The result from the tablecategorisation of technical skill on successentrepreneurship students of vocationalschool,from68thestudentswereasfollows:1) there are 5 students (10,2%) as low; 45students (66,2%) as medium; 8 students(11,8%) as high; and10 students (11,8%)as very high , so that technical skill ofstudents on success entrepreneurship werethecategoryofmedium.

Data on the success ofentrepreneurship obtained with the closedquestionnairebythenumberofpointsas11statement.The data from the respondents,the score is 59 lowest and highest score is100,with the valueofmean80,56;medianof79;modeof75;andstandarddeviationsof9,010; with the total of score of 5.478.Distribution of data the success ofentrepreneurshippresentedintheformofafrequencydistributionintablefollows:

Table 6. The Distribusion of Data Frekuensi ofTheSuccessOfEntrepreneurship

No.ClassInterval


1 59‐64 58,5‐64,5 1 1,5

2 65‐69 64,5‐69,5 6 8,9

3 70‐76 69,5‐76,5 18 26,4

4 77‐82 76,5‐82,5 20 29,4

5 83‐88 82,5‐88,5 5 7,4

6 89‐94 88,5‐94,5 14 20,6

7 95‐100 94,5‐100,5 4 5,9

Amount 68 100

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To understand the description of thesuccess of entrepreneurship student ofvocationalschool,countingbyaveragescore.Fromtheresultofthedatawasobtainedthemean value of 81 and SD 9. So to know atendencyof thesuccessofentrepreneurshipstudent will based on categorisation asfollows:

Table 7 Categorization of The Success OfEntrepreneurship

TheFormula

TheRangeofTheScore

Score Category

X ≥

+1.SBx

X≥81+1.9 X≥90 VeryHigh

+ 1.SBx >

X≥

81 + 1.9 > X≥81

81‐89 High

> X ≥ ‐

1.SBx

81>X≥81‐9 72‐80 Medium

X< ‐1.SBx X<81‐1.9 <72 Low

The result from the table

categorisation of the success ofentrepreneurship students of vocationalschool,from68thestudentswereasfollows:1) there are 9 students (13,3%) as low; 32students (47%) as medium; 11 students(16,2%)ashigh;and16students(23,6%)asvery high , so that the success ofentrepreneurship were the category ofenoughofhigh.

The following are distribution of thedata on the success of entrepreneurship ofvocational high school students thatwill bepresentedinfigure1.

Figure1.TheHistogramofTheSuccessof

Entrepreneurship

The results of analysis RX1‐ycoefficientof0.734;R2x1‐yat0.539;8.791tcount equal to the magnitude of the valuetable = 1.6645 (t> t table); and thesignificance value <probability (0.000<0.05).Fromtheanalysisabovethatthenullhypothesis (H0) is rejected and once theresearch hypothesis (Ha) is accepted. It canbeconcludedthatsays:thereisasignificantinfluenceonthesuccessofthebusinessskillsof vocational student entrepreneurshipprogramdressmakingskills.Tostatethesizeof the variable business skills contributionon the success of entrepreneurship, isdetermined by finding the determinantcoefficientisR2x100%=53.9%.Thismeansthatthevariablebusinessskillstocontributetothesuccessofentrepreneurshipby53,9%and the balance of 46,1% is explained byothervariables.

Based on the calculation on obtainedthe price of a coefficient variable businessskill of 0.981 and the number of constant2.290sothatthemodeloftheregressionisformed isY=2.290+0.981X1.Thismeansthat variable business skill be increased aunit so the successof entrepreneurshipwillbeincreasedby0,981.

Based on the result of this researchprove that business skill influence onsuccess of entrepreneurship student. Fromthe result and discussion indicating thatentrepreneur develop their business musthave special skills as business skill tosupporttheirbusiness.Theseskillsexpectedto support enterprener to create aninnovation, development, creation of theresultsof theirproducts in accordancewithtrendandsettheirbusiness.

An entrepreneur need the businessdevelopment and business strategy whichincludes target consumers, the advantage,financial and marketing. These skillsincluded in business skill, because businessis a efforts to achieve gain by sellingproducts to fulfilment the needs of thepeople.Business skill is an important factorin the success of entrepreneurship, how toprepare business from business planning,production management and strategies ofdecisionmaking.

This will be very influence if anentrepreneur cultivate their business, must

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be capable of having business skills thatusefultoanincreaseinthetargetbusinessinachieving business profits. AccordingLambingandKuehl (2003) anentrepreneurmust have more interest on the businessbecause it will be many challenges andobstaclestoreachingasuccess.

The results of analysis RX1‐ycoefficient of 0.110; R2x1‐y amounting to0.012; t count equal to 0.903 with themagnitude of the value table = 1.6645 (t <ttable); and the significance value<probability (0.370 <0.05). From theanalysisabovethatthenullhypothesis(H0)isreceivedandoncetheresearchhypothesis(Ha) is rejected. It can be concluded thatreads:nosignificanteffectbetweentechnicalskillsonthesuccessofentrepreneurship.Tostate the size of the variable technical skillscontribution on the success ofentrepreneurship, is determined by findingthe determinant coefficient is R2 x 100% =1.2%.Thismeansthatthevariabletechnicalskills contributed to the success ofentrepreneurshipby1.2%andtheremaining98.8%isexplainedbyothervariables.

Based on the calculation on obtainedthe price of a coefficient variable technicalskills of 0.170 and the number of constant66.814so that the modelof theregressionis formed is Y = 66.814 + 0.170X2. Thismeans that variable technical skills beincreased a unit so the success ofentrepreneurshipwillbeincreasedby0.170.

Basedon theresultsofwassuspectedthat the variable technical skill do notinfluencedirectlyat thesuccessofstudents,butexpectedvariabletechnicalskillitwouldinfluence when supported other variables.There are several reasons why variabletechnical skill do not influence directly,because in entrepreneurship anentrepreneur not only are required to havetechnicalskillbuthowcanwe take the ideatodrawincreatingbusiness.Technical skillveryimportantthatownedstudentsbecausethese skills was the core of begin anentrepreneur. Technical skill should beowned, in accordance Thompson said thatthe purpose of vocational education isteaches students to producing, prove inaccordance with the needs of the society(Billet,2011,p.136)

In business technical skill will beuseful to set a manner of production. Anentrepreneurmusthavespecialcompetence,analyticalcapability,andtheabilitytousedain accordance with the technical. Technicalskill very important as skill the nucleuswithin build the capacity ofentrepreneurship.Withtheskillscanbeusedprovisionstudentscreatesacreativeproductand innovative. But in the field of business,technicalskillisnotarequirementofsuccessentrepreneurship of someone, becausenecessarybyfactorsthatsupportthelevelofsuccessofmaximum.

The results of analysis from technicalskillandbusinessskillsimultaneouslyonthesuccess of entrepreneurship, the coefficientofR(x1,x2)‐yamountingto0.735;R2(x1,x2)‐y amounting to 0.527, t count equal to38.251withthemagnitudeofthevaluetable=3.98(t<ttable);andthesignificancevalue<probability (0.000 < 0.05). From theanalysisabovethatthenullhypothesis(H0)isreceivedandoncetheresearchhypothesis(Ha) is rejected. It can be concluded thatreads: there is a significant effectsimultaneously of business skill andtechnicall skill on the success ofentrepreneurship students of fashionprogram.

To declare the size of donationsvariable business skill on the success ofentrepreneurship, determined with R2 x100%=52.7%.Thismeansthatthetechnicalskill, and business skill contributed on thesuccess of entrepreneurship of 52.7 % and47.3%explainedbyothervariables.

Basedonthecalculationthatobtainedthepriceofthecoefficientsvariabletechnicalskill of 0.000; and coefficients variablebusiness skill of 0,676; and the constant of15.125 so that model the regressionequation is formed Y = –1.740 + 0.000X1 +0.676X2.

Based on the result of this researchprove that the variable business skill andtechnical skill influence the success ofentrepreneurship.Everyindividualhavethepotentialtoachievethesuccess,dependsonwhat the human trying to achieve it. Seenfrom potential of vocational high schoolstudents in entrepreneurship is verypossibletoachievesuccess.

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According to Suryana & Bayu (2013,p.18) based on his research that a key toachieve success is the introduction ofpotential and having the superior characterof entrepreneurship, by the introduction ofpotential themselves and develop thecharacter of entrepreneurship is highlysupportive of the success of an individualbusiness,groupandeconomicdevelopment.

Some skill are mutually pertaining toachievethesuccessanentrepreneur.Sothatsecond of the variable is a factor that caninfluence the success of entrepreneurshipstudentexpertiseoffashionprogram.

IV. CONCLUSION

Based on the results of the analysisresearch and discussion, so the conclusionsresearch as follows: there is a significanteffect of business skill on the success ofentrepreneurship students of fashionprogram and the contribution of 53.9%;there is not significant effect of technicallskill agaist the success of entrepreneurshipstudents of fashion program and thecontribution is very low 1.2%; there is asignificant effect simultaneously of businessskill and technicall skill on the success ofentrepreneurship students of fashionprogramandthecontributionof52.7%.

REFERENCESAstamoen, M. (2008). Entrepreneurship

dalam perspektif kondisi bangsaIndonesia.Bandung:Alfabeta.

Badan Pusat Statistik. (2014). Statistikdaerahistemewayogyakarta2014.DIY:BPS.

Billett, S. (2011). Vocational educationpurposes, traditions and prospects.London : Springer DordrechtHeidelberg.

Direktorat Pembinaan Masyarakat. (2012).Pembelajaran kewirausahaanmasyarakat.Yogyakarta:AdityaMedia.

DitjenPEN.(2012).ASEANcommunity2015.Jakarta: Kementerian PerdaganganRepublikIndonesia.

Hendro.(2011).Dasar‐dasarkewirausahaan.Jakarta:Erlangga.

Lambing, P.A. & Kuehl, C.R. (2003).Entrepreneurship. London: PersonEducation.

Purwanto. (2012). Metodologi penelitiankuantitatif untuk psikologi danpendidikan. Yogyakarta: PustakaPelajar.

Sugiyono. (2012). Metode penelitianpendidikan, pendekatan kuantitatif,kualitatif, dan R & D. Bandung:Alfabeta.

Sugiyono. (2014). Metode penelitiankuantitatif, kualitatif, dan R & D.Bandung:Alfabeta.

Suryana,Y.&Bayu,K.(2013).Kewirausahaan,pendekatan karakteristikwirausahawan sukses. Jakarta:Kencana.


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IMPROVINGTHECOMPETENCEOFVOCATIONALHIGHSCHOOLGRADUATESBYTEACHINGFACTORYANDTECHNOPARK

Sanatang

ElectricalEngineeringEducationDepartment,TechnicalFacultyMakassarStateUniversityemail:[email protected]

ABSTRACT

For Improving competence of Vocational High Schools (SMK) graduates are implementation

teachingfactoryandtechnoparkatschool,throughteachingfactoryandtechnoparkstudentscangainreallearning experience in a real working world atmosphere. The program of Teaching Factory andtechnoparkaretheconceptoflearninginSMKbasedonproduction/serviceswhichreferstothestandardsandprocedures thatapply in the industryand implemented inanatmosphere like thatoccurred in theindustryorworkplace. TeachingFactoryinSMKcanbeabletobridgingthegapofcompetencebetweenindustryneedsandcompetenciesgeneratedbytheschool.TeachingFactoryimplementationrequirestheinvolvementoftheindustryasanabsoluterelevantsauthoritiesassessthequalityofvocationaleducationoutcomes.Forplanning,regulation,andimplementationofTeachingFactoryshouldbeengagewithlocalgovernment, provincial, parents, and the community. One of themain objectives Teaching Factory andTechnoparkprogramatSMKaretoimprovethecompetenceofvocationalgraduatesthatarerelevanttotheneedsof the industry, so the impacton strengthening the competitivenessof industry in Indonesia,AEC, and even global. Competence produced by an integrative manner in the Teaching Factory is acomprehensivecompetence; includesexpertiseintherealmofpsychomotor,affective/attitude, andtheabilitytothink(cognitive)"Higher‐OrderThinkingSkills"(HOTS)capableofthinkingcriticallyandsolveproblems(criticalthinking,evaluation,andproblemsolving);sothat,ithasacompetitivecompetenceofcompetitivenessintheworldofworkatglobalandASEANEconomicCommunity(AEC).

Keywords:competenceofgraduates,teachingfactory,technoparkI. INTRODUCTION

Improvement of Human Resources(HR)quality isa crucial issue today,becauseof the ASEAN Economic Community (AEC)came into effect in 2015 ago make thecountriesofSouthEastAsiawillbeintegratedfreely in various of fields, namely economic(markets, product, investment, trade, etc.);social, science and technology, culture, andemployment. Open access and employmentopportunities between countries in variousfieldsdemanding increasedqualityofhumanresources to be able to fill labor needs invariousfields,forexample:industry,tourism,trade, employment and other countries AECmembers.IfeducationinIndonesiaingeneraland specially vocational education are notable to produce skilled workers orprofessionals, the human resources ofIndonesiawillbecooliesintheirowncountry,unabletocompetewithforeignworkerswhohave professional competence, and finallyIndonesia will be filled personnel foreignersfrom different countries AEC members aremore skilled and professional. Educational

systeminIndonesiacontinuestobedriveninorder to produce the human resourcecompetency highly competitive in the globalworld. Government made the regulation ofcompetency standards specified inGovernment Regulation No. 19 of 2005 onNationalEducationStandards(SNP)inclause1 point 4, which reads "The standard ofcompetence of graduates are qualifiedgraduate capabilities that include attitudes,knowledge and skills". Faced with thedevelopmentofscienceandtechnology inaneraofglobaleducation,oneoftheeducationalinstitutions that Vocational High School(SMK) demanded anticipatory to prepare aworkforce that can compete in the future,competencies possessed by the needs of theworkplace(demanddriven)Expectedabletoovercometheproblemsfacedinlife.TheDelorReport based its proposals and educationreforms on two principles: the four pillars ofeducation (learningtoknow,todo,tobe,tolivetogether);andlearningthroughoutlife.Thisisanintegratedvision ofeducation:opentothemany facets of life, encompassing education


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fromchildhoodtotheendoflife, andpromotinginteractionbetweenvariousfieldsofknowledge.Emphasis is placed on learning rather thanteaching, on the need to build on a person’spreviousknowledge,regardlessofageorplaceof learning, and on forging new alliances tocreate genuine learning societies (UNESCO,1996).

Graduates of vocational education areat stake their readiness in the internationalarena of labor at regional and global levels,both in the context of the China‐Asean FreeTrade Agreement (C AFTA) and the ASEANFreeLaborAgreement (AFLA), anddemandsthe use of technology based on the newfindings for efficiency renewable productionrequires its competence in according to thedemands of the 21st century workforcecompetencies. In the caseof employmentweshouldconsidering thehumanresourceswillnot be able to compete with workers fromothercountrieswhohadpreparedandhaveabetterquality.According to reports from theUNDP in 2015, seen from the HumanDevelopment Index (HDI)), Indonesia wasranked111of 188 countries. It is under theneighboring states such as Singapore ranked11th,Malaysiaranked62nd.

Thailandranked93,andthePhilippinesranked115th.TheCentralBureauofStatistics(BPS) concerningUnemploymentRate (TPT)inIndonesiashowsthatinthelast3yearstheunemploymentrateseverylevelofeducationchanges every year. Based on data from themonthofAugust2015atotalofTPTasmanyas 7,560,822 people, TPT SMK are second

ranked which are 1,569,690 peoples belowthe rate of high school graduates TPT of2,280,029 people. The third position isoccupied by TPT of 1,373,919 junior highschool graduates, elementary schoolgraduatestofourTPT1,004,961,thefiveTPToftheUniversity653586and251586atsixisDiploma. This suggests that improving thequality of human resources in Indonesiashouldreceiveseriousattentionfromvariousstakeholders such as government,community,andeducation.

DirectorofSMKdevelopment(2006:3)said required human resources that havecompetitive and comparative advantage forthedevelopment of the industrial sector andthe economic sector. That requires theprofessionalworkers,especiallyworkerswhoare directly involved in the productionprocess, self competence development todayis not an alternative but it is a need. Forexample 21st Century Skills are a series ofhigher‐order skills, abilities, and learningdispositions that have been identified asbeing required for success in 21st centurysociety and workplaces by educators,business, leaders, academics, andgovernmental agencies. This is part of agrowing internationalmovement focusingonthe skills required for students to master inpreparationforsuccessinarapidlychanging,digital society. According to Trilling & Fadel(2009) in his book “21st Century Skills”frameworkfor21stcenturylearningisshowninthefollowingfigure:

Fig.1.frameworkfor21stcenturylearning(Trilling&Fadel,2009)


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Figure 1 shows that education in the21st centurywillbedominatedbyeducationof Information and CommunicationTechnologies (ICT). Core competencies suchas reading, writing, and arithmetic areacquiredduringthestudywillbethebasisofother competencies. The skills have beengrouped into threemain areas: (1) Learningand innovation skills: critical thinking andproblem solving, communications andcollaboration, creativity and innovation. (2)Digital literacy skills: information literacy,media literacy, Information andcommunication technologies (ICT) literacy,and (3) Career and life skills: flexibility andadaptability, initiative and self‐direction,social and cross‐cultural interaction,productivityandaccountability.Thefirsttwoskills in this set, critical thinking andproblem solving, and communication andcollaboration, are the key learning andknowledge work skills that address thesenewworkskilldemands.

Human Resources Development (HRD)isoneofpriorityconcernofTheGovernmentof Indonesia as well as The Parliament. TheGovernment gradually increases the budgetfor HRD up‐to 20 percent of The NationalBudget. Specialty vocational education forexample;throughthePresidentialRegulationnumber 41 in 2015 concerning thedevelopmentResourceIndustryhaslaunchedaTeachingFactoryandTechnoparkprogramsin SMK. Other systems with particularattentiontotheincreaseofbudgetforteachertraining (to increase the competence ofteachers) and the budget allocation for thepurchase and renewal of equipment,incorporate entrepreneurship subjects in thecurriculum, providing funding throughteachingfactoryandtechopark.In2016,JokoWidodo‐Jusuf Kalla will establish 100Technopark at SMK throughout Indonesia.The government's efforts have yieldeddisappointingresultsturnedoutasexpected,because the reality in the field that not allprograms are able to transform theperformance of SMK including outcomes.Various constraints faced in managingteaching factory and technopark SMK:Management, infrastructure, financing,human resources, product quality assurance,collaboration industry/other institutions,

curriculum, and marketing as a wholeperformed by the school community(principals, teachers, staff, and students);withoutanydirectengagementpartyindustryand workplace; and lack of governmentsupervision.

Increasingly intense competition ingetting current job is a major challenge forgraduates of SMK. They are required toprepare the required competencies of theworkforce and the industry. Based on thatcondition, theSMKshouldbeprepared to fixthemselves to the competence of graduatescanbeacceptedandtookpartintheworldofwork and industry in the current global era.SMK should be have a productive andcompetitive outcomes, with the competencyof a globally competitive, capable ofindependent of work with entrepreneurialspirit,sothattheyarenotjustasajobseeker,but they will create jobs. Entrepreneurialspirit through entrepreneurship subjectstaught, and then can be applied throughteaching factory and technopark in school.Observing the importance improving ofhuman resources through teaching factoryand technopark, be an interesting thing tostudy about the circumstances of themanagement model of teaching factory andtechnopark proper at SMK to be able realizethe objectives of human resourcedevelopment, and what competencies are tobe generated from the empowermentteachingfactoryandtechnoparkintheSMKinorder to improving the quality of humanresources in Indonesia to be globallycompetitive. With studies and explorationthoroughanddeepwillbe able toproduceaconceptual framework the managementmodel of teaching factory and technopark inSMK.Byteachingfactoryandtechnoparkwithpropermanagement will be able to producehuman resources in accordance with theneeds of global competency in the 21stcentury.

II. DISCUSSION2.1. Teaching Factory and Technopark

ConceptinSMKTeaching Factory and technopark

integrate education and research activitieswiththeactivitiesliketheproductionprocessintheindustrytoproduceasuperiorproduct.


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TeachingFactorybasicconceptionis"Factoryto Classroom" which aims to make thetransfer in industrial productionenvironments significantly into the practiceroom. T he actual production process isneeded to improve teaching competence‐based real activity of industry practices onevery day. Learning concept based onindustry practice means that every productproduced is something that is useful andeconomicvalueormarketabilityandacceptedbythemarket.Programofteachingfactoryisa combinationof learning that alreadyexistsis Competency Based Training (CBT) andProduction Based Training (PBT). CBT istrainingthatisdesignedtoallowalearnertodemonstratetheirabilitytodosomething.

Inthesense,thataprocessofexpertiseor skills (life skills) designed andimplemented based on the procedures andstandards work that is actually to produceproducts that in accordance with thedemandsoftheconsumermarket.

Fig.2.TheconceptoflearningthroughTeaching

factory

Teaching Factory has a strategic valueon education and vocational training toimprove the competitiveness of graduates ofvocational institutions such as vocationalschools in the labor market locally andnationallyandevenregionally,becauseithasthe mechanism that always follow thedevelopment of the industry very quickly.Having a learning conceptbasedon industry(products and services) through synergieswith industrial schools toproduce graduateswho are competent in accordance withmarket needs. Learning through teaching

factory is the process of mastery or skillcarried out by standard procedures andactualwork to produce a product or servicebooked by consumers. Teaching Factory is alearning process that combines theory andpractice with real products that generatebenefits for schools, students, teachers andlocal economic growth. Utilization teachingfactory as a place of learning proposed by(Chryssolouris,2015)showninthefollowingfigure:

Fig.3TheTeachingFactoryParadigm

(Chryssolouris,2015)

Teachingfactoryisabusinessunitthat

has a balance between the commercialaspects and aspects of academic, organizedwithin the scope of school organization byutilizing the facilities of the school. Gainswere used to help finance education andimprovethewelfareoftheschoolcommunity,including students and managers areconcerned. In general, the teaching factoryprogram at SMK is doing the productrealization in learning, and the specialpurpose aims to: (1) to prepare vocationalschool graduates worker, (2) preparevocational school graduates to continuelearning to a higher level, (3) help studentsselectareasofworkaccordingtotheirability,(4) indicate that the 'learning by doing' isessential for effectiveness of education andgrow a creativity, (5) defining the skillsneededintheworkingworld,(6)expandthescope of opportunities recruitment for thevocational school graduates, (7) to helpvocational students in preparing themselvesinto theworkforce, how towork together inthe world of work that is actual, etc., (8)provide an opportunity for vocational school

Competency Based Training

(CBT)

Production Based Training

(PBT)

Teaching Factory


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students to practice skills so that they canmake informeddecisionsabouta career thatwillbechosen,(9)provideanopportunityforvocational school teachers insights to helpinstructional,(10)provideanopportunityforvocational teachers to build a 'bridgeinstructional'betweenclasseswiththeworldof work, (11) makes learning moreinterestingandmotivatingstudents.

To Support the existence of teachingfactory at vocational high school, by builttechnopark will be a place (integrator) toconnect between the Teaching FactoryprogramsofSMKhasbeenimplementedwiththe industrial world. Technopark aims tostimulate and manage the relationshipbetween knowledge and technology amongprogram implementers Teaching Factory atSMK; facilitating the creation and growth ofinnovation‐based industry support throughbusiness incubation and spin‐off processes,and provide other value‐added servicesincrease, through the provision of space andsupporting facilities of high quality.

Technopark has some facilities, includingbusiness incubators, angel capital, seedcapital, venture capital. Stakeholders of aTechnopark in SMK usually are government(usually the local government), the researchcommunity (academics), the business andfinancial community. Stakeholders areworking together to integrate the use andutilization of commercial buildings, researchfacilities, conference center, up to the hotel.For local government, Technopark invocational create jobs and increase localrevenue. For workers whose income is highenough, Technopark at SMK has appealbecauseofthesituation,locationandlifestyle,try to combine ideas, innovation, and know‐howofvariousimplementersteachingfactoryatSMKandfinancialcapacities(marketing)ofthe business world. It is expected from thismerger can improve and accelerate productdevelopmentandreducethetimerequiredtomove innovations into marketable products,with the hope to obtain a high economicreturn.

Fig.4.TechnoparkConcept(Bappenas,2015)

Technopark in SMK functioned mainly

asapromotionalspot foreducationwhich inthis case is a Teaching Factory at SMK topromote the production of products andcommercialization to be a bridge‐productsproduced. This commercialization which isincludes business incubation, which isfinalizing an innovation that has been

scientifically tested, so if it is produced tocompeteinthefreemarket.Inaddition,otherfunctionsasameanstoestablishcooperationbetween universities or industry in order toproduce or downstream innovations thathavebeenproducedbythecollegeorwillbemassproducedbytheindustry.


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The purpose of Technopark in SMKcangenerallybesummarizedasfollows:(a)For the support of local economic potentialinaccordancewiththeneedsoftheindustry,(b) As the "Think‐tank" of productdevelopment and services SMK accordancewith the needs of industry and localpotential in particular, and globally ingeneral,(c)Asa"One‐Stop‐Solution"fortheindustry's need for human resources andinnovation in the field of products andservices. (d) As a "coordinator" of somevocationalteachingfactory,makingiteasierfor the industry to reach its SMK withteaching factory, or otherwise, (e) Being atraining center for vocational developmentteaching factory, (f) As a "display case"performance capabilities SMK as evidencedby the results of products and services, (g)Facilitating the incubator business(entrepreneurship) in collaboration withother agencies (vocational school,community, universities, industry,government) to develop the potential thatsuitsyourneedsandarounditarea.

2.2. Teaching Factory and Technopark

Models Development in VocationalHighSchoolDeveloping the proper models for

teaching factory vocational high schoolshould take intoaccountall relevantaspects.Models developed teaching factory isexpectedtobea forumforresidentsto learnentrepreneurship at school independentlyandgenerateentrepreneurialspiritandskillsof students in order to become independentvocational high school outcomes. Someindustry‐based learningmodels invocationalhighschool(DitPSMK,2015)asfollows:a. Educationlearningmodeldualsystem:(1)

vocational high school Applyingcurriculum synchronization with theindustry, (2) Sending students to thepracticeofindustrialworkfor3monthsto1 year in the industry, sub‐industrydivision and position relevant to thegroup's expertise student's choice, (4)competency test by industry and orcertification bodies skills/professions.cooperationrelationshipcanbeseenintheFig.5below:

Fig.5.Learningmodeldualsysteminvocational

highschool

b. Teaching factory Learning Model invocational high school established abusinessunitwithin theschoolwhere thebusiness units in the form of cooperative/industry tosupport the learningprocess.Theresultingproductcanbeeithergoodsor services. Students in this model as anemployee doingwork practices accordingto the package expertise guided by theteacher,aswellaspartnercompanies.

Fig.6TeachingfactorylearningmodelinSMK

c. Teaching Industry Learning Model;

vocational high school cooperate withindustry in the provision of production,industrydothe transferknowledge to thevocational high school, vocational highschoolhasalimitedlicensetomarketandproduct cooperation results, Example:Kanzen‐SMK, Zyrex‐SMK, Advan‐SMK,Focus‐Esemka,asshowninfig.7below:

Fig.7Teachingindustrylearningmodelin

SMK

SMK Industry

Industry

Industry


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2.3. The role and function of teachingfactoryandtechnopark for improvingthe competence of vocational schoolgraduatesAccording to (Singh, 1998) the

principle of school enterprises can beinterpreted asservingavarietyofeconomic,educational and social objectives. There arethree main functions of teaching factoryimplementation at SMK as follows: (a) TheAcademic Functions include: The studentslearn directly as well as in industrial anddeveloping himself, for example through;managerial ability, accounting, leadership,creativity,characterformation,workculture,motivation, and work ethic. (b) EconomicFunctions include: become a business unitwhichisthesourceoffundsforschools,intobusinessunitsto improvethewelfareof theschoolcommunity;and providerof jobs forpeople in schools and surroundingcommunities. (c) Social functions include:Improve the performance of schools in thepeoplesothatwillbetheprideoftheschoolcommunityandIncreasingpublicconfidence,workplace, and industry on the quality ofvocationalschoolgraduates.

Based on the explanation there arethree fundamental things that become theprimary function technopark and teachingfactory at vocational high school are as aacademic, economic, and social function.Teaching factory at vocational high school isthe thing that distinguishes it from JuniorHigh School (SMU), as an academic functiontechnopark and teaching factory is expectedto be a means of research and hands‐ontraining for teachers and students in thebusiness world in order to becomeindependent and successful man. Intechnoparkandteachingfactorystudentscanlearn a lot of things they need fordevelopmentforexamplethroughmanagerialability, leadership, creativity, characterformation, work culture, motivation, andwork ethic. As the economic function ofteaching factory and technopark as businessunitscanbeasourceoffundsforschools,andbecame a business unit. Profits used to helpfinanceeducationandimprovethewelfareofthe school community (headmaster,employees, teachers, and students).Technopark and teaching factory mayimprove theperformanceofSMKandappealto the public so that the opportunity todevelopSMKwillbeeasily.

Fig.8TripleHelixofTeachingFactoryandTechnoparkImplementation

The goal of the Technopark in

vocational high school are to create apermanent link between school, industry/business/financial, and government.Technopark tried to combine ideas,

innovation,andknow‐howofvocationalhighschoolandfinancialability(marketing)ofthebusiness world. It is expected from thismerger can improve and accelerate productdevelopmentandreducethetimerequiredto


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move innovations into marketable products.Technopark make their permanent linkbetween SMK and industry, resulting inclustering and critical mass of researchersand companies. This makes the companybecomestronger.CollaborationpatternA‐B‐G(Academia‐Business‐Government) anoptimum for Indonesia in the early stagestriple helix is a model that puts thegovernment as an element which has adominant role. In thismodel, an initiative ofscientists and researchers (bottom‐up)received support from the government (top‐down)tojointlyholdtheindustrytodevelopnew products are innovative. But then thegovernment's role is expected to be reducedin line with the development of ICTTechnopark.

Triple‐HelixModel (Fig. 8) Innovationsis introducedbyEtzkowitzandLeydersdorff.Thismodelemphasizestheroleandthecloserelationshipbetweenthethreeactors,namelythe government, industry and SMK. SMKposition in Technopark can be a vocationaltechnical leaderintheimplementationoftheknowledge‐based economy, while the NIS(NationalInnovationSystem)emphasizedtheimportance of the company's role ininnovation. Setting back relations ABG inTriple‐Helix is the result of expectations onthelevelofcommunicationandnetworking.

Relationships that appear in theTripleHelix,generallystems fromefforts tosolve problems and generate strategieswhen facing problems in innovation, ratherthan determined from a certain pattern.Through this interaction process changeswilloccuractorsandtheroles that theydo.Thus,thepatternoftriple‐helixinnovationisdynamicwiththetimechange.

III. CONCLUSION

ByimplementingateachingfactoryandtechnoparkinSMKtherearethreemainfieldsof competence that can be acquired byvocational school graduates are: Academic,Economic, and Social. Academic competencein the form of knowledge and skills arealways up to datewith the needsworkplaceand industry; motivation, managerial, andothers. Competence of graduates in the fieldofeconomicsthatvocationalschoolgraduateswill be able to improve their economic level

throughindependenceinworkorcreatetheirownjobsthroughentrepreneurship.Whereassocial competence iswhen vocational schoolgraduateshave theknowledgeandskillsandadequateeconomicperformance it is easy togetaplaceinsociety,wherevertheyare

REFERENCESAlptekin, S. e. (2001). Teaching factory.

American Society for EngineeringEducation Annual Conference andExposition.SanLuisObispo:CalPoly.

ArieWibowoKurniawan, dkk. (2016).GrandDesignPengembanganTeachingFactorydan Technopark di SMK. Jakarta:Dit.PSMKKemendikbud.

Arizona. ( 2003). Work‐Based LearningResorce Gude. West Jefferson ArizonaStateUniversity:LynneBodmanHall.

BPS Provinsi Sulawesi Selatan (2016);Keadaan Ketenagakerjaan SulawesiSelatan Februari 2016. Berita ResmiStatistik No. 28/05/73/Th. X, 4 Mei2016

Chryssolouris, P. G. (2015). The EuropeanTeachingFactoryParadigm .Universityof Patras, Greece : Laboratory forManufacturing Systems andAutomation.

Dadang Hidayat Martawijaya (2012);DevelopingATeachingFactoryLearningModel To Improve ProductionCompetencies Among MechanicalEngineering Students In A VocationalSeniorHighSchool. JournalofTechnicalEducation and Training (JTET), UTHMMalaysia

Dit.PSMK. (2015). Konsep Teaching Factory.Jakarta: Kementerian Pendidikan danKebudayaan.

Mourtzis, D., Chryssolouris, G., Mavrikios, D.,& Papakostas, N. (Jun 2013). Onindustrial learning and training for thefactories of the future: a conceptual,cognitive and technology framework.Journal of Intelligent Manufacturing,Vol.24Issue3,p473‐485.13p..

PMPTK Depdiknas. (2007). PedomanManajemen Teaching factory/Jasasebagai Sumber Belajar Siswa danPenggalian Dana PendidikanPersekolahan.Jakarta:Depdiknas.


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Rusnani. (2012). Pelaksanaan Teachingfactory pada Sekolah MenengahKejuruan Negeri kelompok Bisnis danManajemen. Jurnal Pendidikan Vokasi,338‐354.

Sema E. A, Reza P. & Patricia M, (2001) Teaching Factory , ProceedingsAmerican Society for EngineeringEducation Annual Conference &Exposition

Singh, M. (1998). School Enterprises:Combining Vocational Learning withProduction.Germany:TheInternationalProject on Technical and VocationalEducation(UNEVOC)‐UNESCO.

Sukardi.(2014).EvaluasiProgramPendidikandan Kepelatihan. Jakarta: PT. BumiAksara.

Trilling, B., & Fadel, C. (2009). 21st CenturySkills..USA.USA:Jossey‐Bass.

UNESCO. (1996). Learning: the TreasureWithin, 1996. Report to UNESCO of theInternational Comission on Educationfor the Twenty‐first Century. TheAustralian National Commission forUNESCO:UNESCO.

Wardiman Djojonegoro. (1998).Pengembangan SDM melalui SMK.Jakarta:PT.JayakartaAgungOffset.


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VOCATIONALSTUDENT’sSKILLSENHANCEMENTTHROUGHEMPOWERINGLOCALEXCELLENCEINDEALINGASEANECONOMICCOMMUNITY(AEC)

HendraJaya1),YasserA.Djawad1),IlhamThaief2)

1)JurusanElektronikaFTUNM,2)JurusanEkonomiKoperasiFEUNMemail:[email protected],[email protected],[email protected]

ABSTRACT

Educationoflocalexcellenceismeanttheprocessofeducationthatexploitlocaladvantagesintheaspects of economy, arts and culture, human resources, languages, information and communicationtechnology, ecology, and others that are beneficial to the development of competence of learners.Educational units of local excellence is a new paradigm of education to accelerate development in theregionbasedonthepotentialofthelocalcommunity.Thus,thedistrictorschoolhasenoughauthoritytodesignanddetermine the things thatwillbe taught.With thediversityof thepotentialof thisarea, thedevelopment potential and advantages of the region need to get special attention from the localgovernment. In addition, the success of local excellence based school would be able to overcome theproblemofurbanization,backwardnessinscienceandtechnology.SMKpresentas:(1)aninstitutionthatisabletoincreaseawarenessandempathyofstudentstotheproblemsofthepeopleresidinginthevillageParambambe district Takalar, resulting in behavioral change in the behavior of students of vocationalschools and communities in addressing the importance of skills in designing technology and businessmanagement to increase the value‐added resource, which in turn can empower communitieseconomically,sothatthecommunityisgoingtospearheadtheproductionofbricks;(2)toovercometheproblems faced by the people in the surrounding rural districts Parambambe Takalar through theapplication of TTG brick makers can improve their knowledge in making printing machine, fast andquality,aswellasknowledgeofentrepreneurship;(3)toovercometheproblemsfacedbythecommunityandaroundthevillageParambambeTakalardistrict,throughtheknowledgeinmanagingpost‐excavationsoilbricks.

Keywords:localexcellence,aseaneconomiccommunity,landmanagement,businessmanagement

I.INTRODUCTION

Vocational high school (SMK) is aschool that develop and sustain basiceducationandpreparelearnerstobeabletowork, eitherworking alone orwork as partof a group according their respectivefields.Vocational schools (SMK) is aneducation at the secondary level thatpromotes the development of students'skills.Skillspossessedistheresultoflearninginschoolsandinindustry.Vocationalschoolshaveaprimarymission toprepare studentstoentertheworkforce.ThustheexistenceofCMS is expected to produce middle‐levelmanpowerareready,inotherwords,CMSisrequired to produce graduates who arereadytowork.

Job readiness vocational students isvery important for vocational schoolgraduates are ready workforce that will be

used in the workplace.The level of jobreadiness of students depends on how thestudent to prepare himself for the plungeinto the world of work.Job readiness ofstudents in the world of work depends onthe aspect of competencies possessed bystudentsandmotivationofthestudents.Thesupporting factors that affect a student'sreadiness in facing the globalization of theworldofwork is theEnglish language skillsof the students and use of Information andCommunication Technology (ICT), which isownedbythestudents.Therefore,vocationalstudents must prepare themselves in theworld of work meghadapi.Aspects of jobreadiness of students are legion, so in thisstudywaslimitedtothereadinessofstudentwork from the aspect of competence,motivation of students, constraints and


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effortsmadeinordertobereadytofacetheglobalizationoftheworldofwork.

Globalizationhasbecomeamajorissueof the development and progress of thecountry.One association of countriesconsidered is the ASEAN(Association ofSouth East Asian Nations).The purpose ofestablishingASEANitself iscontainedintheBangkok Declaration, namely to: (a) Toaccelerate economic growth, social progressand cultural development of the region;(b)Improve regional peace and stability;(c)Increase the active cooperation and mutualassistance in the economic, social,engineering, science and technology, andadministration;(d) To maintain closecooperation and useful to a variety ofinternationalandregionalorganizations.Oneissue that is related to strategicimplementation of the ASEAN EconomicCommunity (AEC) which is implementedsince 2015. AEC basically is an attempt toestablish free trade among the countries ofSoutheast Asia, for example, import dutiesfor goods and services will be deleted.Thiswill affect the traffic flow of products fromASEAN countries, including in this case islabor.In the free market era of ASEAN in2015, all ASEAN countries will compete forjobs that exist.Countries with high humanresource competencies gets a chancesuperioreconomicgainsinAEC.

Thus the vocational students areexpected to have not only academicknowledge but also global knowledge asexpected.One example is An Effort toIncreaseProductivityThroughCustomBrickApplication Technology and BusinessManagement.Efforts were made include: 1)increasing awareness and empathyVocational students to the problems of thepeople residing in the village Parambambedistrict Takalar, resulting in behavioralchange in the behavior of the students andthecommunityinaddressingtheimportanceof technology and business management toincrease the value‐added resources, whichwill empower economically, so that thecommunity is going to spearhead theproduction of bricks in the face of global

competition AEC;2) to overcome theproblems faced by the people in thesurrounding rural districts ParambambeTakalar through the application of TTG(appropriatetechnology)brickmakers;3)toenhance the knowledge and skills ofvocational students in making printingmachine, fast and quality, as well asknowledgeofentrepreneurship.

Empowermentmeans craftsman brickamplifier Indonesian human resources willbethevalueandpotentialoflocalareasasaform of self‐defense in receiving globalflows.Thusincreasingtheskillsofvocationalstudents through empowerment of localadvantages be one strategy in the ASEANEconomicCommunity(AEC).1.1. AseanEconomicCommunityConcept

andEducationPolicyMEAformationoriginatedfromASEAN

leadersagreedinSummit(KTT)inDecember1997 in Kuala Lumpur, Malaysia.Thisagreement aims to improve thecompetitiveness of ASEAN as well as Chinaand India could compete to attract foreigninvestment.Foreign capital is needed toboostemploymentandwelfareofthepeopleofASEAN.At that time,ASEAN launched theinitiative to form an ASEAN regionalintegrationorcommunityofASEANthroughthe ASEAN Vision 2020 during theSecondASEAN Informal Summit.The initiative waslater embodied in the form oflong‐termroadmapcalledthe Hanoi Plan ofActionagreedtoin1998.ThepurposeoftheAEC to increase economic stability in theASEAN region, and is expected to overcometheproblems in theeconomic fieldbetweenASEAN countries.For nearly two decades,ASEAN consists of only five countries ‐Indonesia, Malaysia, Philippines, Singaporeand Thailand are its founding in 1967. Thecountries of Southeast Asia who aremembersof adifferent time,namelyBruneiDarussalam (1984), Vietnam (1995), LaosandMyanmar(1997),andCambodia(1999).

Towards the AEC, the Indonesiangovernment is expected to prepare astrategic step in the labor sector,


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infrastructure, and industrial sectors.In theface of theAEC, the Indonesian governmentsetupapolicyresponseassociatedwiththeIndustrial Development, InfrastructureDevelopment, Logistics Development,Development, Investment and TradeDevelopment (http://fiskal.depkeu.go.id).Inaddition to the respective ministries andinstitutionstryingtoanticipatetheAECwithstrategicmeasures.AccordingSuroso(2015)inthefieldofeducation,theGovernmentcanalso do curriculum development inaccordance with the AEC.Education as aprinter of human resources (HR) quality ofthe answer to the needs of humanresources.Therefore, improving the schoolquality standard becomes imperative thatgraduates are ready to facecompetition.Dissemination activities thepeopleshouldalsobeimproved,forexamplewith a Public Service Announcement aboutAEC trying to increase the readiness ofpeople to deal with it. Education MinisterAnies Baswedan said, raise the standard ofquality of education one of them byreinforcing the educational actors, ieprincipals, teachers, and parents.Accordingtohim, the leadershipof theprincipal tobethe key growth ecosystem goodeducation.Teachers also need to be trainedin the proper methods, is to change themindset of teachers.According Julipah(2015)inhispaperontheASEANEconomicCommunity (AEC) optimizedapproach thatis able to face the challenges ahead AEC2015, especially in the field of education,namely: education is the most importantthing to improve the quality of communityresources,especiallyineasternIndonesia.Inan effort to increase competitiveness byresidentsofforeignoriginothercountries,itis important for local and nationalgovernments to give more attention to theproblemofeducation.Extensionasasteptothe intellectual life of the local communityalsoneedstobedonetoprovidetheeaseofmanaging the natural wealth of Indonesia'seasternregion.

1.2. VocationalStudentsSkillsAccordingtoNanaSudjana(1987:68),

skill is the pattern of activities that aim,which require manipulation andcoordination of information learned.Theseskills can be divided into two categories,namely physical skills and intellectualskills.According Muhibin Shah (2006: 121),skills are activities associated with thenerves andmuscles that typically appear inphysical activity.Skills students, defined astheabilityofapersontoamatterthatcoversall tasks skills, attitudes, values andunderstandingthateverything isconsideredas something pentinguntuk support itssuccessinthecompletionoftasks.

Helen Connor, (2000: 42) states thatthe skills required by the labor ofengineering are: (1) Have the skills specifictechniques, (2) Proficient computer skillsand informatics techniques, (3) Having avarietyof applications skills (multi skilling),(4) Having the ability to adapt to newtechnologiesquickly,(5)Grinandwereabletoaddtohisskillsduringhiswork,(6)Havethe ability to communicate, (7) ability towork ina team(teamworking)andcapablework personally, (8) Have the ability toorganize and manage the management, (9)Knowingthelawsandtheenvironment,(10)ability to think globally.Meanwhile,According Anis Baswedan (2011) globalcompetencies consist of: (1) World classskills, (2) Respect Diversity, and (3)Communication/language skills. Based onthe description above it can be concludedthat globalization is interconnectivity andinterdependence between nations andpeople around the world, where betweenindividuals, between groups and betweencountries interact with each other,dependent, relatedand influenceeachotherthatcrossnationalboundaries.

II.RESULTSANDDISCUSSION2.1.RoleofVocationalEducation

Vocational education has differentcharacteristicswith general education, bothin terms of educational criteria, thesubstance of lessons, as well as


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graduates.The criteria attached to thevocational education system by Finch andCrunkilton (1984: 12‐13), amongothers (1)orientationofeducationandtraining;(2)thejustification for the existence andlegitimacy;(3) focus on the content of thecurriculum;(4) the success criteria oflearning;(5) sensitivity to the developmentofsociety;and(6)acooperativerelationshipwith the community.Nolker (1983), statesthat in choosing the substance of lessons,vocationaleducationmustalwaysfollowthedevelopment of science and technology,community needs, the needs of individuals,andemployment.Thegovernmentcontinuestoencouragejuniorhighschoolgraduatestocontinue their education in vocationalschools (SMK) in the hope that they canbecome a graduate skilled and ready towork.Skilled andproductive graduateswhoare needed in the industrializedworldwhocurrently control the economic sector.It isinevitable that the industry excellence in acountry is determined by the quality ofskilled workers directly involved in theproductionprocess.Someofthereasonswhythe need for skilled labor as the support ofindustryexcellenceare:(1)skilledpersonnelare directly involved in the process ofproductionofgoodsandservices;(2)highlyskilled personnel required to support thegrowth of industry in a country;(3) Theglobal competition is growing increasinglytight and sharp, skilled labor is a factor ofexcellence to face global competition;(4)technologicalprogressisanimportantfactorin improving excellence, excellence factor isdependent on skilled labor to master andapply;(5)Thepersonwhohastheskillshavehigh chances to work and productive, themore a country has a highly skilled andproductive, the stronger the economicdevelopment of the country concerned;and(6) a growing number of countries haveunskilled labor, the more likelihood ofunemployment would be an economicburdenthecountryconcerned(Djojonegoro,1998).

The role of education in facing thecoming of the AEC, it is expected.Either in

theformofformaleducation,non‐formalandinformalperdidikanespecially in thesphereof vocational training.Due however to theAEC will give birth to the human impactIndonesiatopursuecompetenceinthehopethat the people of Indonesia can competewith ASEAN countries people who enteredthe free market AEC.Vocational educationhas a positive contribution to economicgrowth in Indonesia, namely through thehumanresourcesor theability toproduceaskilled workforce and productive accordingthe demands of globalization.Vocationaleducation can be interpreted askeduniakerjaan education.The world ofworkandemploymentchangeandevolveasa result of progress teknologi.Untuk canorganizeaneffectivevocationaleducationtonote the presence of several vocationaleducation principles include: (a) The dutiesof the exercise performed by the way, thetoolsandthesameengineassetforthintheworkplace;(b) Students are trained in thehabitsofthoughtandworkasrequiredinthework itself;(c) The teacher has had asuccessful experience in the application ofskills and knowledge in the operation andwork processes to be performed;(d) Sincethe beginning of the exercise alreadyhabituation behavior that will be shown initswork;(e)Thetraininggivenatarealjob.

2.2. Local Excellence Empowerment

ThroughSMKTakalar is a district in theprovinceof

South Sulawesi, Indonesia. Its capital islocated in the city of Takalar comprisingeight districts, namely: Pattallassang, SouthPolombangkeng, North Polombangkeng,Galesong, South Galesong, North Galesong,Mappakasunggu, Manggarabombang.Geographically located at coordinatesSituatedonthewestcoastofSouthSulawesi±40 km from Makassar to City Center.KabupatenTakalarhasastrategicpositioninthe trade of goods and services with thedistrict boundaries are north to the city ofMakassar and Gowa regency, east withJeneponto and Gowa regency, south, FloresSea and thewest by the Strait ofMakassar.


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Thisdistricthasanareaof566.51km²andapopulation of as much as ± 250,000(www.takalar.go.id).

In1998duetothefinancialcrisisthathas implications also for agriculture due toincreasedfertilizerprices,somefarmersuseagricultural land / fields to be used asbricks.Due to thedevelopmentneeds in theMakassar city center increases, the mostordered bricks to Takalar.The increasingdemand for demand for bricks, the otherfarmers in the village parambambe comeintoabrickcraftsmangivinggoodeconomicvalue, so that each village in the countyTakalarstartedtodevelopthisbusiness.

The village farmers Parambambedistrict.SouthGalesong,Takalar,Prov.SouthSulawesi who moonlighted as a brickcraftsman made partner in science andtechnology activities.The average farmer inthe village Parambambe has two plots ofpaddy field to place each other apart.Theland area of paddy fields and dry landParambambe village, 179.6 hectares of ricefields, rice area by type of irrigation andrainfed villages technically Parambambe179.6ha(BPSTakalar,2007).Intheplantingseason farmersdoingworkas a farmer,butin the season waiting for the crop farmersturnintoabrickcraftsman.Farmerswhodonot have land tomake bricks to help otherfarmers with the wage system and for theresults.From year to year since 2004 thefarmers touse the landtobeusedasbrickswhichcanthenbedistributedtocitiesasrawmaterial for housing.Caused the number ofhousing developments in the city ofMakassar,makestheneedforincreasedandeventually many farmers are turning into abrickcraftsman.

At the time of observation in January2015 on a group of craftsmen obtainedvarious problems as follows: (1) livelihoodsare largely community Parambambe ismaking bricks, many rice fields that havebeenmade of clay bricks, even if we see inthis village almost the entire communitydipekaranganthehouse isnoplace tomakebricks;(2) Mechanical (method) of makingbricksrelativelyslow,tractorsareusedonly

for compactingmaterials (water + clay);(3)The tool used is still quite traditionaltools;4) This method of marketing is stilllow, due to the yet‐based IT (Survey onParambambe village, district. Takalar inJanuary2015).

Reality as stated, vocationalinstitutions are expected to undertaketraining to improve the quality of brickproduction through the application ofengineering technology and operate toolsthat can facilitate the conduct of brick‐making and business managementthroughcommunity serviceprogramof the groupofbricksinthedistrictTakalar.

Based on identification of problemsandpotential brickyard in the village of thedistrict Parambambe Takalar, can putforward proposals to settle matters ofvocationalstudentsespecially those inbrickmanufacture of printing machines andtechniques to operate well, which isproductive with good quality.The presenceof this brickmoldingmachine is possible toperform a much larger production and canreduce operating costs.Thereby increasingrevenue brick craftsmen and acquire goodmanagement.Some activities related to theskillsofvocationalstudentsareasfollows:1)The production of high quality bricks thatcanbemarketedtoconsumers;2)DesignandManufacture brick molding machine is fastand effective and improve the skills ofbricklayers in operating the printingmachinebrickfastandqualified.

The target has been achieved in theimplementation of this is as follows: (1)increaseawarenessandempathyVocationalstudents to the problems of the peopleresiding in the village Parambambe districtTakalar,resultinginbehavioralchangeinthebehaviorofthestudentsandthecommunityin addressing the importance of technologyand business management to increase thevalue‐addedresourcespower,which in turncan empower communities economically, sothatthecommunityisgoingtospearheadtheproduction of bricks;(2) to overcome theproblems faced by the people in thesurrounding rural districts Parambambe


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Takalar through the application of TTG(appropriate technology) brick makers;(3)to enhance the knowledge and skills ofvocational students in making printingmachine, fast and quality, as well asknowledgeofentrepreneurship.

Evaluation and results achievedvocationalstudentsinthisthesisare:(1)Theinterest and motivation of vocationalstudents is quite high or veryenthusiastic.The percentage of schoolattendance by an average of 80%.Thepresence of vocational students show theirsincerity to be fostered.The spirit ofcooperation within the group of vocationalstudents this capital to make vocationalstudents more advanced and creative;(2)Vocational students acquire knowledgeabout the techniques and scoring stonebatamelalui print engine technology,marketing management, and fabricationshop on‐line;(3) The participants acquirethe knowledge and skills to use theequipment.During this community brickmaker parambambe village still usetraditionalmethods so that theproductivityin terms of quantity, knowledge ofmarketing, and use of informationtechnology for the marketing of brickcraftsmanmembersintermsofquantityandqualityisstilllow.

Education of local excellence is donebyexploitinglocaladvantagesintheaspectsof economy, arts and culture, humanresources, languages, information andcommunication technology, ecology, andothersthatarebeneficialtothedevelopmentof competence of learners that can be usedfor the competition locally, nationally, andglobally.Educationalunitsoflocalexcellenceisanewparadigmofeducationtoacceleratedevelopment in the region based on thepotential of the local community.Thus, thedistrict or school has enough authority todesignanddeterminethethingsthatwillbetaught.Each region has the potentialadvantages of the area that needs to bedeveloped better.With the diversity of thepotential of this area, the developmentpotentialandadvantagesof theregionneed

to get special attention from the localgovernment so that the younger generationoftheregionisnostrangertoitsownaffairsandunderstandverywellaboutthepotentialand the values and culture of the regionitself, so that they can develop andstrengthen regional potential in accordancewith the demands of the economy andemployment.Inaddition,thesuccessoflocalexcellence based school would be able toovercome the problem of urbanization,unemploymentandbackwardnessinscienceandtechnology.

2.3. Government Policies to Increase

Competitiveness in the Face ofLaborVocationalAECWithin the framework of the ASEAN

Economic Community (AEC), lowcompetitiveness of Indonesian workers isprecisely the threat that harmIndonesia.This is because the freedom ofmobilityoffactorsofproduction(capitalandlabor)isrequiredintheAEC.Inotherwords,if you can not compete, Indonesia will onlybe a market for the major countries ofASEAN, especially in the context of the freeflow of skilled labor/professional(free flowofskilledlabor).

Improving the competitiveness ofIndonesianworkersintermsofeducationinthe framework of the ASEAN EconomicCommunity has been done through thepolicy of the relevant ministries.TheMinistryofManpowerandTransmigrationofIndonesia and the National Chamber ofCommerce has signed a Memorandum ofUnderstanding(MoU) has set some policiesin order to increase competitiveness.It isstatedinthemare:(a)Improvingthequalityof the workforce through education andtraining system development based oncompetency.An example is implemented byforming theProfessional CertificationInstitute under the auspices of theassociationsprofession;(b)Inacompetency‐based system, there are three interrelatedcomponents namely competency standards,competency‐based training and certificationof competencies.Examplesare implemented


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by linking vocational education curriculumpolicy nurse (SMK, Diploma), professionalcertificationagency(MinistryofHealth),andorganizingcertificationinIndonesia.

Based on BPS data earlier, theIndonesianhumanresourcesyetabletofacetheAECerafornearly50percentofthelocalworkforce anya graduates of ElementarySchool.Collegegraduatesarealsoonlyabout10 gratuity.The policy of the Ministry ofEducation and Culture, through theHead ofProfessional Development of Education,namely: (a) Develop curriculum 2013 toaddressHRissuesinthefaceofindustryandthe free market.This curriculum containsmany changes and emphasis onskill,knowledge,andattitudefrombasiceducationto upper secondary education;(b)Curriculum 2013 is directed at a specificorientation skills;(c) Focusing on thecurriculum in higher education andcompetency‐basedinternationalcertification;and(d)masteryofsoftskillsandEnglish.

III.CONCLUSION

The ASEAN Economic Community(AEC) canbe a scary thing for some circles,one in the field of education.Indonesia isrequired to improve the quality of humanresources that have integrity and a strongidentityasanationofIndonesia.Indonesiaisa nation that has diverse potential.Thispotential should continue to be preservedand strengthened through the use of localpotentialsinthearea.Onewayistoincreaseproductivity of craftsmen Bricks ThroughTechnology Applications and BusinessManagement.SMK Present as: (1) aninstitutionthatisabletoincreaseawarenessandempathyofstudents to theproblemsofthe people residing in the villageParambambe district Takalar, resulting inbehavioral change in the behavior ofstudents of vocational schools andcommunity in addressing the importance ofskills in design technology and businessmanagement to increase the value‐addedresources, which in turn can empowercommunities economically, so that thecommunity is going to spearhead the

production of bricks;(2) to overcome theproblems faced by the people in thesurrounding rural districts ParambambeTakalar through the application of TTG(appropriate technology) brick makers canimprovetheirknowledgeinmakingprintingmachine, fast and quality, as well asknowledge of entrepreneurship;(3) toovercome the problems faced by thecommunity and around the villageParambambe Takalar district, through theknowledge inmanagingpost‐excavationsoilbricks.

Developmentpotentialofthelocalareaisoneof theprovenstrategies inthefaceofthe AEC. With the implementation of theAEC, through the utilization of localpotential, the Indonesian people cantransformchallengesintoopportunities.Thenegative impactofAECcanbeturnedintoapositiveisevenmoreanationofIndonesiaisstrong, firm and steadfast. Theimplementation of the training skills ofvocationalstudentsasastrategicsteptofacethe AEC, still need to continue to beimproved and developed. The lack ofevaluationof the improvementof skills intosomething that must be considered.Evaluation of skills training for potentialdevelopmentoflocalareastailoredtoglobaldevelopments.

REFERENCESM. Ari Sabilah Rahman. 2015. Daya Saing

Tenaga Kerja Indonesia DalamMenghadapi Masyarakat EkonomiAsean(MEA).eJournalIlmuHubunganInternasional, 2015, 3 (1): 117‐130.ISSN 0000‐0000, ejournal.hi.fisip‐unmul.org

Anis Baswedan (2011) yang termuat dalam

p://policy.paramadina.ac.id/v2/?p=484

Abun. 2007. Intensifikasi ayam kampung

padalokasikolamjaringapungmelaluiteknik formulasi dan produksi pakanberbasis muatan lokal. Laporanpelaksanaan kegiatan pengabdian


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kepada masyarakat. FakultaspeternakanUniversitasPadjadjaran

Arif Bintoro Johan. 2008. Peran Pendidikan

Kejuruan dalam MenghadapiMasyarakat Ekonomi ASEAN (MEA)FKIP Universitas SarjanawiyataTamansiswa.

Burhanuddin. 2013. Studi Penyimpangan

Ukuran Batu Bata Merah. JurnalTeknosains, Volume 7 Nomor 2, Juli2013,hlm:231‐236

Dessler, G., Griffiths, J & Llyod‐Walker, B.

2004. Human Resource Management(2ndEdition).Pearson:Australia

Dini Amaliah. 2015. Pengembangan Muatan

Lokal Sebagai Salah Satu StrategiMenghadapi Masyarakat EkonomiAsean (MEA). Universitas IndraprastaPGRI Jakarta. Prosiding SeminarNasional9Mei2015.Hal419‐429

Finch, C.R., & Crunkilton, J.R. (1984).

Curriculum development in vocationaland technical education (3rd ed).Needman Heights: Allyn and Bacon,Inc.

MiftakhulHuda.2012.PengaruhTemperatur

Pembakaran Dan Penambahan AbuTerhadap Kualitas Batu Bata. JurnalNeutrinoVol.4,No.2April2012

RahmatHidayat,dkk. 2014.ModelReklamasi

Lahan Kritis Pada Area BekasPenggalian Batu Bata. JurusanPengelolaan Hutan dan KonservasiSumberdaya Hutan FakultasKehutanan, Universitas GajahMada,Yogyakarta

Muhibbin,Syah.(2006).Psikologipendidikan

dengan pendekatan baru. Bandung:RosdaKarya.

Oscar Fithrah Nur. 2008. Analisa Sifat Fisis

Dan Mekanis Batu Bata BerdasarkanSumber Lokasi Dan Posisi Batu BataDalam Proses Pembakaran. JurnalRekayasa Sipil, VOLUME 4 NO. 2,OKTOBER2008

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nama‐kecamatan‐kelurahan‐desa‐kodepos‐di‐kota‐kabupaten‐takalar‐sulawesi‐selatan.html


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BIGBANGMODELSTRATEGYFORACCELERATIONOFLOCALGOVERNMENTREADINESSFINANCIALACCOUNTINGSYSTEM

BASEDACCRUALINTHEDISTRICTKARANGANYAR

SitiNurlaela1,SriHartono2,Istiqomah3EconomicsFacultyofIslamicBatikUniversitySurakarta

rmail:[email protected]

ABSTRACT

Thisstudyaimstoacceleratethedevelopmentofaccrualaccountingandthesuitabilityofaccrualaccounting in the public sector. This study was to determine the development of accrual accounting,accrual accounting is a concept that is better than the cash basis, accrual accounting but still requiresfundamental improvements to suit the characteristics of the public sector. The adoption of accrualaccounting is at great risk and thus requires good planning to avoid failure. ResearchModel Big BangLocal Government Readiness Acceleration Strategy Against Accrual Based Accounting System InKaranganyarprovidesolutionsandaccelerateeffortstoavoidfailuretosuccessintheuseofarea‐basedaccountingsystemaccrual solutionsthatcanhelpsolvetheproblemsfaced.ResearchmodelsoftheBigBangstrategyacceleratedeffortstoaddresschangesinregulatoryrulesarerelativelyshort,theprocessofinformationdisseminationandoutreach to slow, the complexityof the local financial statementsonanaccrualbasis,andtheabsenceofaccrual‐basedaccountingsysteminfullistheobstaclesencounteredinthe implementation of the accrual basis. Research Strategy acceleration performed at Karanganyar.DistrictGovernment to improveunqualifiedopinionafter localgovernment financialaccountingsystembasedonaccrualenforced.Researchstagesfirstyear(2016)Improvingthecapacityofhumanresourceswhomasterthefieldofaccountingtobeplacedontherightpost.Regenerationofhumanresourceswhohavethecompetenciesofaccountingthatwillbeplacedineachofthelocalgovernmentunit.Keywords:bigbangmodel,financialaccountingsystem,accrualbasedaccounting

I. INTRODUCTIONThedevelopmentofaccrualaccounting

and the suitability of accrual accounting inthe public sector, the phenomenon of theadoption of accrual accounting by publicsectoraroundtheworldhavebeengoingfor20(twenty)years.ResearchersusedthedatacollectiontechniquesintheformofresearchDetermine the development of accrualaccounting, debate the arguments ofsupporters and opponents accrualaccounting and accrual accounting issues.ThisstudyshowsthatAccrualaccountingisaconcept that is better than the cash basis,accrual accounting but still requiresfundamental improvements to suit thecharacteristics the public sector. Theadoption of accrual accounting is at greatriskandtuse.Requiregoodplanningtoavoidfailure. Reform of the public sector is notonly Occurs in developed countries, butsome developing countries anddisadvantaged actively on‐going reforms of

public institutions.OnepublicsectorreformmovementthemostpopularistheconceptofNew Public Management abbreviated NPM.The private sector, accounting has a veryimportant role. Accounting is role togenerate the resourceswhichare thenusedto process of economic decision makingbetter.Theresultingaccounting informationis a tool to measure the extent of theefficiency do and as tool accountability.Government Regulation No. 71/2010 as afollow‐up of Law number: 17/2003, use ofaccrual basis has been initiated in the 2013budget by the central government. It isexpected including all governmentorganizations, local government, alreadyimplementing the Government AccrualBased Accounting (APBA) no later than theend of 2015. Changes in accounting basisfrom cash basis into the base Accrual isexpected to provide the benefits associatedwith the determination information costsavings program in order (cost saving) as


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well as information on assets so as toprovide accurate information related to theIncrease in revenue (revenue generating).Accrual accounting is expected to improveaccountability, continuity, providing a basisto better measurements related to theimpact of the government policy, improveefficiency and organizational effectivenessandencourageimprovingtheintegrity.

Adhikari and Malefic F (2011: 136)describes the failure of the applicationaccrual accounting in Nepal due to theinability of international institutions in thegenerally low level of human resourcecapacity and lack of motivation ofgovernment. Government's lack ofmotivation for the adoption of accrualaccounting is not based on his own wishesbuttheimpositionofinternationalorganizes.Efforts are proposed Competitive ResearchGrant entitled "Big Bang Model ReadinessAcceleration Strategy against LocalGovernment Accounting Accrual BasedFinancial System in Karanganyar". Solutionthat canhelpovercome theproblems faced.The research in this study a models of theBig Bang strategy of accelerated efforts toaddress changes in regulatory rules relativebriefly, the process of informationdissemination and outreach to slow, thecomplexity of the report financial accrualbasis, and the absence of accrual‐basedaccounting full system constitute obstaclesencountered in the implementation of theaccrual basis. Research the strategy carriedout in Karanganyar District Government inincrease of unqualified opinion after localgovernment financial accounting systembased apply accrual basis. Problems in thisstudybasedonthefollowingbackground:1)How pprepared aagainst Local GovernmentFinancial Accrual‐based Accounting SysteminKaranganyar?(2)Howthebigbangmodellocal government readiness accelerationstrategy against accrual based accountingsystem can improve unqualified opinion indistrictKarangayar?

Objective of general purpose are: 1)Competitive Research Grant is to producethe innovation and development of scienceandtechnologyappliedresearchthatcanbeutilized by the regional government andcommunityorindustry.(2)Financialreform

countries and regions that is important inincreasing accountability, efficiency andperformance of the government. 3) Accrualaccounting strategy of the government,improve thequalityofdecisionsandAllowseffectivesupervision.Thespecificobjectivesof this research are: 1) research stages firstyear (2016): design and prototypebig bangmodel readiness acceleration strategyagainst local government system accrual‐based regional financial accounting. (2)Increase the capacity of human resourceswhomastertheaccountingfieldtobeplacedon the rightpost. 3) regenerationofhumanresources who have the competencies ofaccounting that will place in the respectivelocalgovernmentfinancialmanagementunit.

Research grants competition is adevelopment on the research that has beendonebyDeLoneandMcLeanReferringLivariresearch (2005) Accounting information inthe domain of public sector projects inIndonesia.PowerandLaughlin(1992)isthechange in the public sector accounting. Theintroduction of accrual accounting systemthat is regarded as more technology bothaimedat facilitatinggreater transparency inthe activities of the institution of publicservices, to strengthen governmentaccountabilityand to improve thequalityofdecision making in government. Mc Cullonand Ball (1992) doing research in NewZealand,NewZealand isonecountry that isthemostsuccessful in implementingaccrualaccounting system in the public sector. Therate of change (the degree of change) inpublicsectormanagementinArgentinaNewtraversed quickly intervening and veryinnovative.Reforminggovernmentinalmostall aspects of governance, ranging from theexecutive(theofficialsoffinancialmanagersand accountants state), the system used, tothe culture that is held in each institutioncountries, as outlined in the Public FinanceAct1989.Humphreyet.al.(1993)inEnglish.Khumawala (1997) conducted a study ofreformsinIndia,whileChan(1994)exploredthe implementationofaccrualaccounting inthe United States. According to researchYamamoto (1999) that the introduction ofthe accounting reform is not an end, but itdependsonthelevelofunderstandingusersand their contributions to making better


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decisions, between a larger change in thesectorandinpublicaccountingtechniques,itis very important to (a) pay attention tochanges where political and economicchanges that occurred report, and (b) toestimatetheimpactoftheinterchangeabilityof the practice and performancemanagement of public service. Ryan andChristensen, 2002 the change from cash‐based accounting system or budget‐basedaccountingtoaccrualaccountingsystemisasignificant element in public sector reform.McKendrick (2007: 2) explains accrualaccounting that has spread to manycountries along with the development ofNewPublicManagement.Thismatterispartof the adoption process and the form ofprivate management techniques to themanagement of the public sector. Khan andMeyer(2009)BasedGovernmentAccountingaccrual can be one contributing factor ingeneratingbehaviorchangedecisionmakers.However, a variety of positive benefitsgainedfromimplementationoftheAPBAcanbe achieved only reviews those changesinclude various other aspects also includingaccrualbudgeting.

Asian Development Bank (inWidjajarso) provide implementation of thestate budget, as follows: 1) Precautions forselecting implementation strategies; Therearetwoplaymodelsintheapplicationoftheaccrual direct models (big bang) and themodels of gradual (gradual). Big bangapproach models made within a very shorttime. The advantage of this approach is tosupportthechangeoforganizationalculture,fast and can avoid the risk of interest, butContainweaknesses, suchashighworkload,lack of time to resolve outstanding issues,and the political commitment that mightchange. Examples of successful implemen‐tation in New Zealand is the whichsupportedthreefactorsnamelytheexistenceof a fiscal crisis, the support of politiciansand their bureaucratic reform thatprovidesthe flexibility to Human Resources.Alternative involving a phased approach,such as the implementation in the UnitedStates federal government, 2) the politicalcommitment is one of the key; the politicalcommitment in the implementation of theaccrual basis for developing countries to be

essential, so that political commitment isneeded to eliminate reviews their interestsare not aligned. 3) The aim should becommunicated;theresultsandbenefitstobeachieved with the adoption of the accrualbasisof intense shouldbe communicated tothe parties concerned. 4) The need for areliable staff accountant; professionalaccountantswillbeindispensablesupportedrecruitment patterns are appropriate andsufficient training. 5) The accountinginformation system should be adequate;Cash‐based accounting information is animportant point in a change to the accrualbasis. If a countryhasnothad a cash‐basedaccounting system that is reliable, then thecountrymustfirstconcentrateonimprovingexisting systems and processes, beforeconsidering the shift to accrual accounting.6) supreme audit agency should have theright resources; Audit Firm holds a veryimportantkeyinimplementingaccrualbasiseither as a partner or as a reviewer of theimplementationprocessandtheresultstobe.7) Implementation of the accrual basisshould be part of bureaucratic reform; Theapplication of the accrual basis should notonly be seen as a matter of accountingtechniques,butthisimplementationrequireschanges in organizational culture and mustbepartofthereformofthebureaucracyasawhole. Based on accounting informationsystemsaccrualregulationofMinisteroftheInterioroftheRepublicofIndonesianumber64 year 2013 on the application of thegovernment accounting standards accrualbased local of government. Implementationof the government accounting standardsaccrual based on local government. Localgovernment is the provincial governmentand district government/municipal. TheGovernment Accounting Standards AccrualBased is recognizing revenue, expenses,assets,debt,andequity in theaccrual‐basedfinancial reporting, as well as recognizingrevenue, expenditure and financing ofbudget execution reporting nature on thebasissetoutinthelocalbudget.II. METHODS

The variables in this study wereclassified into exogenous and endogenousvariables. Exogenous variables consist of


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quality systems and quality of information,whereas endogenous variables consists ofthe satisfaction of users of informationsystems, the intensity of the use ofinformation systems, individual impact, andorganizationalimpact.

Quality system means the quality ofthecombinationofhardwareandsoftwareininformation systems accrual‐basedaccounting and the focus is on theperformance of the system. The indicatorused is 6 adapted from Bailey and Pearson(1983), ie the system's flexibility, systemintegration, response time/change,convenience of access and language. Thevariables in this study were classified intoexogenous and endogenous variables.Exogenous variables consist of qualitysystems and quality of information, whereendogenous variables consists of thesatisfactionofusersof informationsystems,the intensity of the use of informationsystems, individual impact, andorganizationalimpact.

Information quality refers to theoutputofthesysteminformation,concerningthevalue,benefits,relevanceandurgencyofthe informationproduced (Pitt andWatson,1997).Reviews thesevariablesdescribe thequality of information that is perceived byusers as measured by six indicators usedBaileyandPearson(1983)items,namelythecompleteness, accuracy, accuracy, reliable,present and shape from the outside.Research Grants competition is adevelopment on the research that has beendone by De Lone and research LiveryReferring McLean (2005). Accountinginformation in the domain of public sectorprojects in Indonesia,researchtestingtheD& M IS Success Model Big Bang is thestrategy will be developed to the regionalfinancialinformationsystemuserbothatthelevel of the local government unit inKaranganyar. Operational definitionsresearch variables operational definitionsandindicatorsforeachvariabledescribedinTable1.

Table 1. Operational definitions and indicatorseachvariable

VariableOperationaldefinition

Indicators

X1=QualitySystems

Thecompliancewithcustomerspecifications

1.Easeofuse

2.Reliability 3.ResponseTime

4.Integrated

5.AccessibilityX2=QualityInformation

Tosupport 1.Completedecision‐making

2.Accurate 3.Rreliable 4.Timely 5.RelevanX3=QualityofService

Submissionservices

1.Tangibel

2.Reliability 3.Responsiveness 4.Assurance 5.Empathy

X4=MotivationManagement

dynamicconditionrequiringemployeestoworkandperformtasks

1.Physiologicalemployeesintheworkplace

2.Securityduties 3.Flocking 4.Award

5.Self‐actualization

Y1=UserSatisfaction

Level 1.Satisfactionsomeonefeelingthoroughlyafterdoingworkonthequalityofthesystemproductperformance(results)werethoroughly.

2.Satisfactionfeltwithhisexpectations.thequalityofinformation

3.TheoverallsatisfactionServicequality

Y2=BenefitsSystemforOrganisation

ThemanagementobjectiveofLocalGovernmentFinance

1. Efficient2. Effective3. Accountable

Tecnical anallysis of the data to

determine the effect of variables wereobservedinthisstudyistheeffectofquality


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systems, informationquality, servicequalityand motivation management of the usersatisfaction regional financial informationsysteminKaranganyarandtodeterminetheinfluence of quality systems, informationquality, service quality, motivationmanagement and user satisfaction theadvantage/benefit regional financialinformation system Karanganyar districtcounty government is to use the analysisPartial Least Square (PLS). Technicalanalysis of Partial Least Squere (PLS) waschosen because in addition to confirm thetheory, PLS can also be used to explain therelationship between the presence or latentvariables. The steps taken in the dataanalysis (Ghozali, 2015: 1) designingstructural models (inner model) make astructuralmodelofthewhichfunctionslinksbetween latent variables based on theformulation of the problem or hypothesispenelitian, 2) designing a measurementmodel (outer model), make functionmeasurement models defines how eachblock indicator associated with latentvariables. 3)Constructing thepathdiagram.Structural equation model that shows therelationship of variables with othervariables. Convert path diagram into asystemofequationsPathdiagramanalysisofthe effectiveness of regional financeinformation system that has been preparedfurtherconvertedintoasystemofequationsitems.


Description of research, resultsnumberofquestionnairesdistributedatotalof 120 in 60 local government unit inKaranganyar district government taken tworespondents to answer a questionnaireprepared statement, the number ofquestionnairesreturned120questionnaires.The collection of data is through interviewsand focus group discussions. QuestionnairedatawereaanalyzedasfollowsTable1.

BasedondemographicsdataisusedtodetermineageneraloverviewofthefinancialmanagerofthedistrictgovernmentfinancialKaranganyar. Demography business in thisresearchincludesgender,age,andeducation.gender financier viewed from gender, thedata indicate120 financemanager, aremen

and the remaining 63.33%women 36.66%.finance manager with the male gender ismore dominant than the female aspresentedinTable2.Table2.QuestionnairesRespondents

NO NumberofPeople %

Women 44 36.67

Male 76 63.33

Total 120 100

Characteristics of financial

management by gender in Karanganyarregencyadministrationisdominatedbymenisasmuchas63.33percentwhilethefinancemanagerwiththefemalegenderasmuchas36,67%, appointment of financialmanagementofficer isstilldominatedbyanemployeethatthemalesex.

Table3.Demographicsgender2016

No

Description

AmountQuestionnaire

1Totalofquestionnairesdistributed 120

2questionnairethatwasfilled 120

3questionnairesdecentprocessed 120

4 ResponseRate 120Source:LocalGovernmentKaranganyar2016.

Financialmanagementintermsofage,financemanager is in the rangeof 35 yearsandabove, classified into fiveagegroupsaspresented in table 3 data show financemanager in the respective sectors in theLocal Government Karanganyar were morelikely to be in the age group over 45 yearsandthemostare in theagegroupabove50years.Table 4. Frequency distribution of localgovernment financial management SKPDKaranganyar2016

No AgeNumberofpeople %

1 <35 5 54,162 35‐39 11 9,173 40‐44 8 6,14 45‐49 35 29,145 50+ 61 5,43 Total 120 100

Source:LocalGovernmentKaranganyar2016.


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Characteristics of financialmanagement by the financial age if thatbusiness is ineach local governmentunit inKaranganyar dominated by financialmanagerswhoareattheageof45yearsandolder. Age in each local government unit offinancial managers in the Karanganyar51.43%overtheageof50years,29.14%arein the age range of 45‐49years old and therest are under 45 years. Appointment offinancialmanagementintherespectivelocalgovernment unit attached with structuralpositions,whichtobepromotedinstructuralpositionsseenfromclass/rankemployeesinaccordancewithapplicableregulations.

Fig.1:CharacteristicsAgebusinesssectorsinthe

FinancialDistrictGovernmentKaranganyar2016

Humanresourcesfinancemanagement

local government unit S1 and S2, and theoverall business education qualifications inthe field of local government units of localgovernment finance in Karanganyar isalready relatively high. Qualificationseducation human resources manages thelocalgovernmentunitFig.1 inKaranganyaramounted to 49.26% S1/D4, 35.74%educatedS2and therestof theD3asmuchas10%and5%ofhighschooleducation.Thehuman resources of the financial sector inthe local government unit Karanganyardistrict has an educational background ineconomicsasmuchas54%,spreadoutinthelocal government unit respectively only18.7% of the area of financial managementunit. This means that human resources forfinancial management units in each local

government unit who has a background ineconomicseducationisnotoptimal.Table4.EducationLocalGovernmentFinancialManagementKaranganyar

Education

NumberofPeople

%

SMA 6 5DIII 12 10S1/D4 59 49,26S2 43 35,74S3 0 0Total 120 100

Source:LocalGovernmentKaranganyar2016.

Applying effect of the governmentaccounting standards accrual based onthe quality of local government financereportKaranganyar(X1)

The results show the application ofaccrual based government accountingstandardshypothesis accrual basedpositiveand significant impact on the quality localgovernment finance report Karanganyarregency to see a regression coefficient of0308. This means understanding andapplication of accrual based accountingstandards in government finance and in thepreparation human resources maker localgovernment finance report determining thequality of Karanganyar. Based on thefrequencydistributionofthatindicatorfromtheapplicationofaccrualbasedgovernmentaccounting standards (accountability,management,transparency,balancebetweenthe generation and evaluation ofperformance)hadanaveragescoreabove4.Thisindicatesthattheapplicationofaccrualbased accounting standards governmentshave a positive influence and is believed toimprove the quality of local governmentfinancereportKaranganyarsoas toachieveabetteropinionthaninpreviousyearsoftheaudit board of Indonesia. Governmentaccounting standards is said to have aninfluence on the quality of the financialstatements for the accounting standardsalreadycontainedcompletecomponentsthatmustbepresent in the financial statements.If the government of accrual basedaccounting standards applies equally welland always used the reference in thepreparation of financial statements of thelocal government will have the quality of


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financial reporting information that is goodand true. With the creation of financialstatements properly then it will manifestgoodgovernanceandauthoritative.Accrual‐based government accounting standards isthe accounting principles set forth inpreparing and presenting the financialstatements of the government. The purposeof reviews these so imposed its financialstatements produced can improve thequalityoffinancialstatementsofcentralandlocal government. With the implementationof the government accounting standardsbased accrual good, local governments willhaveabetterqualityofinformation,becauselocal government finance report mustcorrespond to accrual‐based governmentaccountingstandards.

Humanresourcecompetencyinfluenceonthe quality local government financereportKaranganyar(X2)

Hypothesis testing results show thatthe competence of human resources and asignificantpositiveeffectonthequalitylocalgovernment finance report Karanganyarregency with regression coefficient 0151.Reviews these results indicate that thecompetence of the human resourcesrepresented by the respondent determinesthe quality of the resulting the localgovernmentfinancereportKaranganyarthatwill affect the provision of opinions by thesupreme audit agency Republic Indonesia.Based on the results of the frequencydistribution of most of the indicators ofhuman resources competence (educationalbackground, understanding of regulationsand standards, training and technicalassistance, as well as working experience)hadanaveragescoreabove4.Thisindicatesthat the competence of human resources toimprove the quality of local governmentfinance report Karanganyar own level tallone. Unlike the case with other indicators(interaction with the system) has theaverage score below 4. This indicates thatthecompetenceofhumanresourcesintermsofinteractingwiththesystemisnotoptimalin improving the quality local governmentfinancereportkaranganyararranged.

Effectofutilizationfinancialmanagementinformation system local governmentfinance report regions on the quality ofKaranganyar(X3)

The results of this study indicate thattheuseofmanagementinformationsystemskeuangaan area has positive and significantimpact on improving the quality of localgovernment finance report Karanganyarwithregressioncoefficient0,339.Thismeansreviews their quality improvement effortslocal government financial statementsthrough the utilization of the regionalfinancialmanagementinformationsystem.Inotherwords, thequality of financial reportsgenerated greatly aided by the systeminformation held in the financialmanagement and reporting/preparation offinancial statements. Thiswas evident fromthe indicators of utilization of informationsystems management finance regions(advancement of informationcommunication, reviews their rapidlydeveloping web and internet technologies,changes in the reporting system, adequateinfrastructureandregularmaintenance)hadscores averaging above 4 that systemsmanagement information financial the areahas contributed to the quality localgovernment finance report Karanganyar.Based on the frequency distribution that allthe indicators of utilization sytem regionalfinancialmanagementofinformationhadanaverage score above 4. Thismeans that theuse of themanagement information systemof regional keuangaan has a role inimproving the quality of local governmentfinancial statements because karangayardistrict through the managementinformation system of regional keuangaanfinancial statements are produced morequicklyintervening,precisely,andaccuratelyso that the financial statements producedcanberesolvedinatimelymanner.

Statisticalanalysisresultsmodelbigbanglocal government readiness accelerationstrategyagainstaccrualbasedaccountingsystemaffectsqualityoflocalgovernmentfinancereportKaranganyar(X4).

Big bang model analysis acceleratedreadiness strategy against local governmentaccrual based accounting system in


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Karanganyar with partial least square, dotwo things, first, outer assessmeasurementmodels or models is an assessment of thereliabilityandvalidityofthestudyvariables.There are several criteria for assessing theouter models: the convergent validity anddiscriminate validity. Second, assess theinner structural models or models, testinginner structural models or models made tolookat the relationshipbetween constructs,the significant value and r‐square of theresearch models. This study examined theeffect of human resource competencies, thegovernment accounting standardsapplication 2010, utilization of informationsystems local government finance andaccounting system implementation accrualbased on the quality of local governmentfinance report Karanganyar. Overall the fullinformationmodelsof factorsthataffectthequality of the local government financereport Karanganyar in accordance with thecalculated partial least square. Researchmodel big bang strategy acceleratedreadiness localgovernmentagainst financialaccounting system based accrual inKaranganyar this shows that the utilizationof information system of financialmanagement has a positive influence andsignificant indirectly to the quality of localgovernment finance report Karanganyarthrough the implementation of the internalcontrolsystemgovernment.Thismeansthatthe utilization of regional financialmanagement information system in thepreparationof the local government financereport Karanganyar supported by theinternal control of the government. Thestrengthorweaknessofgovernmentinternalcontrolsystemownedmayaffectthequalityof local government finance report isgenerated. Results of this study supportexpressedbyYosefrinaldi (2008) concludedthat the use of information technology and

significant positive effect on the quality oflocal government finance report. Internalcontrol systems is one of the benchmarksthatmustbeinboostlocalgovernmentinthepreparationof financialstatements.Becausethe internal control system is capable offorming the organizational structure,methods and coordinated measures tosafeguard the wealth of the organization,check the accuracy and reliability ofaccounting data, the drive efficiency andcompliance with government policy. This isinlinewiththeobjectivesofinternalcontrolsystems items, namely, providing reliabledata, the increase of operational efficiency,encourage the implementation of existingpolicies, protect corporate property, checkthe accuracyand reliabilityof accountingofdata improvebusiness efficiency, encouragecompliance with policies that have beenoutlined,andimprovethequalityoffinancialreporting.Implementation of regional financialaccountingsystembasedacrual(Y1)

Distribution of respondents onvariables regional financial accountingsystemimplementationbasedacrualyanganintermediate variables in this study arepresented in Table 8. Overall indicators ofvariables regional financial accountingsystemimplementationbasedacrualshowedthat internal controls are appliedKaranganyar district government hasimplemented well visible from the averagevaluescore isabove4.But therearevaluesofrespondentsingrades3belowshowsthatthe adoption of the financial accountingsystembased regional acrualmasih requiresserious attention because the adoption offinancial accounting system based regionalacrual is a very important factor inimproving quality of the local governmentfinancereport.

Table5.FrequencyDistributionFinanceSKPDperceptionofbusinessinKaranganyarDistrictGovernmentImplementationRegionalFinancialAccountingSystemBasedAccrual

Indicator UnitScore

Total MeanScore1 2 3 4 5

Integrity People ‐ ‐ 1 40 39 80 4,48Data Percent ‐ 1,25 50 48,75 100Procedures People ‐ ‐ 2 42 80 4,5Theaccuracy Persen ‐ ‐ 2 36 42 80 4,5


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Indicator UnitScore

Total MeanScore1 2 3 4 5

Postingthedata People

‐ ‐ 2,5 45 52,5 100

Procedure Persen ‐ 1 3 43 33 80 4,35authorization People ‐ 1,25 3,75 53,75 41,25 100storageofdata Persen

‐ ‐ ‐ 38 42 80 4,53

Datasource People ‐ ‐ ‐ 47,5 52,5 100Devision Persen ‐ ‐ 4 29 47 80 4,54Responsible People ‐ ‐ 5 36,25 58,75 100

Average Persen ‐ 0,25 2,5 46,5 50.75 100 4,4

Table 5 frequency distributionperception of financial management at thelocal government unit Karanganyar districtgovernment on adoption of variable‐basedregional financial accounting system acrual2016.

Quality of Local Government FinanceReport(Y2)

Quality of local government financereport consists of five indicators namelylocal government financial statements are

presented in a reliable, relevant,understandable, comparable and inaccordance with the guidelines for thepreparation of local government financereport the data in Table 6 shows that thequality of the local government financereport has been prepared in accordanceguidelines for the preparation localgovernment financial statements are seenwith a score of respondents are in theaveragescoreabove4.

Table6LocalGovernmentFinancialStatementsqualitySKPDLocalGovernmentKaranganyar

Indicators UnitScore Total Mean

ScoreIndicators

1 2 3 4 5Relevant Orang – – – – 31 49 4,61 Persen ‐ ‐ ‐ 38,75 48,75 100Reliable Orang ‐ ‐ ‐ 36 42 80 4,5Canbetrusted

Persen‐ ‐ ‐

38,75 61,25 100

canCompared

Orang‐

‐

‐

2,5 52,5 8 4,5

Persen ‐ ‐ ‐ 44 33 100StandardsCompliance

Orang ‐ ‐ ‐ 44 36 80 4,45

Persen ‐ ‐ ‐ 55 45 100Canbetrusted

Orang‐

‐

‐

38 42 80 4,53

Persen ‐ ‐ ‐ 47,5 52,5 100Average Persen ‐ 0 0,5 47 52,5 100 4,52

In the local government financial

statements in karanganyar districtgovernment has been guided by theregulations and standards that affect theopinion granting of financial auditinstitutions. Distribution of respondentsabout the quality of the local governmentfinancereportpresentedtables.

Usingthebigbangmodelisappliedtothe model of public sector accountingkontigensi then formed a workinghypothesis of the findings with contextualvariables include: information on publicsector accounting: public sector accountingsystem reformwill be greatly influencedbythe recruitment of staff, especially theaccounting staff as well as the provision of


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training regarding the accrual accountingsystem, and the recruitment of staffwill bethefactorsthatinfluencethebasicattitudeofthe staff in readiness to accept change andundertake further development of theaccrual accounting system. Barriers toimplementation: there are some things inperspectivecanbeabottleneckinpenerpaanaccrual accounting in governmentkaranganyar district which include acommitment, staff with the necessaryqualifications and supporting devices. Fromthe findings and data analysis can beconcludedthatthereareseveralfactorsthatare instrumental in the successfulimplementation of accrual accounting ingovernment areas karanganyar whichinclude: commitment factors affectingsuccessful implementation is still a lack ofcommitment from the employer that needstobedonethetrickandtheirowninitiativein seeking information about accrualaccounting. As well as the lack of support

provided such as training, technicalassistance and transfer knowlegde ofindependent parties understand accrualaccountingsystem.Thequalityofpersonnelrequired is still a lack of human resourcesthat understand accrual accounting system,this ismoredue to the frequent occurrenceofturnover(rolling)employeesprimarilyforaccounting staff in each local governmentunit. Lack of support tools supportingdevicessuchassystemsandproceduresandaccounting policies that have been basedaccounting refers to the financial statementpresentation akrualas government. Thereport consists of the central governmentfinancial statements, financial statements ofministries/agencies and local governmentfinancial statements whose componentsincludethebalancesheet,budgetrealizationstatement,cashflowstatement,andnotestofinancial statements 2015 opinion to thelocalgovernmentKaranganyarisunqualified2016.

Fig.1.Modelbigbanglocalgovernmentreadinessaccelerationstrategyagainstaccrualbasedaccounting

systemaffectsqualityoflocalgovernmentfinancereportKaranganyar.


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IV. CONCLUSIONResults fromthestudyshowed the

following: the district governmentkarangayaryettosetaplan/strategyforthe implementation of accrual‐basedgovernment accounting standardsformally; regulation on the accountingpolicies,thelocalgovernmentaccountingsystem and the standard chart ofaccountsislessclearandhasnotaligned;placement human resourcesmanager offinance, assets, and informationtechnologywhichisnotaccordingtothefield;training/socializationofthehumanresources related to the implementationof accrual‐based government accountingstandards inadequate; the applicationsystem used Karangayar districtgovernment has not, as required; andcontrol over the application system stillwrongindicatorofthequalityoffinancialaccountability views of the externalauditor's opinion, the supreme auditagency, on the government's financialstatement presentation. The reportconsists of the central governmentfinancialstatements,financialstatementsof ministries/agencies and localgovernment financial statements whosecomponents include the balance sheet,budget realization statement, cash flowstatement, and notes to financialstatements2015opinioncpctothelocalgovernment Karanganyar is unqualified2016.REFERENCESAdhikari, P andMellamvik, F, 2011. The

Rise and Fall of Nepalese CentralGovernment. Journal of Accounting inEmerging Economies vol 112: 123‐143.

Anwar, S.,2007.Budgeting and BudgetaryInstitutions, Public SectorGovernance and Accountability .Washington:WorldBank.

Athukorala, L. 2003. AccrualBudgetingandccounting in Government and itsRelevance for Development member

Countries. Manila: Asian DevelopmentBank.

Barton, D. 2004. How to Profit fromDefence: A Study in TheMisaplication of Business Accountingto the Public Sector in Australia .Financial Accountability andManagement.10:281‐304.

Beechy, T.H.2007. Does Accrual AccountingEnhanceAccountability,The InovationJournal The Public Sector InovationJournalVolume12,1:1‐18.

Blondal, J. 2003. AccrualAccounting andBudgeting: Key Issues and RecentDevelopments. OECD Journal onBudgeting,3:43‐131.

Bovaird,T.Loffer,E.2003.PublicManagementand Governance. New York:Routledge.

Buhr, N. 2010. From Cash to Accrual andDomestic to International GovernmentAccountingStandardSetting inLast30Years. Sixth Accounting HistoryInternational Conference, Welington.19Agustus.

Carlin, M. T. 2005. Debating the Impact ofAccrual Accounting and Reporting inthe Public Sector. FinancialAccountabilityandManagement,3:309‐336.

Carlin, M. T. 2005. Debating the Impact ofAccrual Accounting and Reporting inthe Public Sector. FinancialAccountability andManagement, 3:309‐336.

Chenhall,R.H.2004.TheRoleofCognitiveandAffective Conflict in EarlyImplementation of Activity Based CostManagement. Behavioral Research inAccounting,Vol.16.

Christensen, T et al.2007. OrganizationTheory and The Public Sector,Instrument, culture and Myth. NewYork:Routledge.

Connolly,C.Hyndman,N.2010.AccrualAccounting in public sector : aroadnotalwaystaken.Instituteof Public Administration. IPA.Rome,28‐30November.

Ellwood, S. Newberry, S. 2006. PublicSector accrual AccountingInstitutionalizing Neo‐LiberalsPrinciples. Accounting, Auditing,


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Accountability Journal vol 20, 4: 549‐573.

MTreasury.2005.DeliverytheBenefitof Accrual Accounting for WholePublicSector.London.HMTreasury.

Hood, C. 1991. A Public Management forAll Season. Royal Institute Publicadministration Journal Volume 69, 1:1‐19.

Hughes, O. 2003. Public Managementand Administration anIntroduction (3diction). NewYork:PalgraveMacmillan.

Fatimah. 2013. Effect of Training,Management Support and Clarity ofPurpose t Peak Regional FinanceInformationSystemEffectiveness.

Fishbein,MartinandAjzenIcek.1975.Belief,Attitude, Intention and Behavior. AnIntroduction to Theory and Research.Addison‐Wesley Publishing CompanyInc.

Ghozali, I. 2006. Applications MultivariateAnalysis SPSS program, the AgencyPublisher University Diponegoro,Semarang.

Hair, J.R, R.E Anderson. R.L. Tarham, W.C.Beack. 1998. Multivariate DataAnalysis, Fifth Edition, Prentice HallInternationalInc.

Nurlaela,andRahmawati.2010.InfluenceofOrganizational Behavioral Factors toRegional Financial Accounting SystemUsesinSubosukawonosraten.SNAXIII,Purwokerto.

Nurlaela, Solichul. Fajar, 2016, Effect OfTraining,ClarityPurpose,TopsSupportTo Use Local Government FinancialAccounting System In District

Karanganyar Central Java Indonesia,International Conference onEconomicsandSocialSciences(ICESS)heldinAmsterdam,Netherlandson30April 2016. The Institute of ResearchEngineers and Scientists, Paper ID:IRES‐ICESSAMSTRDAM‐30046‐02

Republic of Indonesia, Law of the Republicof Indonesia, No. 33 of 2004 onFinancialBalancebetween theCentralGovernmentandLocalGovernment.

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Supartini.2000.ImpactofPowerontheUseof Regional Financial InformationSystem Against Behavior. AccountingStudies,August2009,Vol.1No.2ISSN:1979‐4886.


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VOCATIONALVILLAGEINITIATIVESFORCOMMUNITYSKILLDEVELOPMENTBASED

ONLOCALRESOURCESINAEC

1Suhendar,2SiswoWardoyo,3SyadeliHanafi1,2,3UniversitasSultanAgengTirtayasa

[email protected];[email protected];[email protected]

ABSTRACT

Thevillage isasourceofrealeconomyandthe livelihoodofmostofthepopulationof Indonesia.

Strategic value for village progress are both from the ideological, political, economic, and defense andsecurity.Thevillageisamanifestationoftheimportanceofruraldevelopment,andmanyvillageshavenotoptimized the potential for sustainable used. Therefore, the University of Sultan Ageng Tirtayasa(UNTIRTA) obliged to assist in accelerating the development program with a touch of science andtechnology superior. Contribution UNTIRTA expected to encourage initiative, movement, and theparticipationofruralcommunitiestothedevelopmentpotentialandassetstothecommonwelfareaswellas to strengthen the community as the subject of development in Banten. The problem faced by themajorityof villages in theprovinceofBanten include lackof jobs, donot have expertise in the field oftechnology in addition to farming and herding, the access road which is taken into the village is notfeasible, and the high level of poverty in the villagewith the residents, still rundown, including publichealthproblemsandmalnutrition.Ontheotherhand,thevillagesarelocatedinindustrialareas,coastalandBanten islandhasabundantnaturalresourcesbegantofood,agriculturalproducts, inlandfisheries,marinefisheries,includingwasteoreffluentfromindustrialprocessesaround.Potentialnaturalpotentialhasnotbeenfullyoptimizedtoprovideaddedvalueandimprovingthewelfareof localvillagers.Thisiscompoundedbythelackofskillsandcompetenciesmasteredthetechnology,especiallybythecommunityofproductiveage.

Keywords:vocationalvillage,communityskill,communitydevelopment,localresources,AECI. INTRODUCTION

The ASEAN Economic Community(AEC)blueprintcalls forequitableeconomicdevelopmentandenhancedcompetitiveness,dynamism, and resilience of ASEAN smalland medium‐sized enterprises (SMEs) by“facilitating their access to information,markets, human resource development andskills, finance aswell as technology. ASEANhas focuses indirectly on the informaleconomythroughitssupporttomicro,smalland medium‐sized enterprises (MSMEs),including enterprises in rural andagriculture‐based communities. The recentglobal financial and economic crisis hasdemonstrated the futility of continueddependence on foreign aid for financingeconomic growth. TheAfricanDevelopmentBank, ably supportedbyother InternationalFinancial Institutions is solicited in mutingan African institutions dedicated toimprovingdomesticresourcemobilizationinSSA.Theexpected improvedresources fromthese efforts will help imbue SSA countries

withfreedomandpolicyspacetotakechargeof developing, crafting, implementing andmanagingpoliciesthatwillimpactpositivelyon their efforts to recover quickly from thenegative effects of the global financial andeconomic crisis and ensure sustainedeconomic growth, development andtransformation.

Mostof theworkers involved in intra‐ASEAN labor migration are low‐skilled andworking inagricultureand fishing,domesticwork, food processing, manufacturing andconstruction. An estimated 87 per cent ofmigrants in ASEAN countries were low‐skilledin2007anduptoathirdemployedinthe informal sector and hence, not fullyprotected by labor laws. Migrationcontributestoeconomicgrowthandpovertyreduction in both counties of origin(primarily through remittance flows) anddestination (through private sectoreconomicgrowth).

Thereareconditionswillbeminimizedslowlythroughtheapplicationofscienceand


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technology for Rural Partners. EmpoweringPartners and Agencies/Department of LocalGovernment, has general program offeredexpected to handle the problem: (1) Lowmental attitude and awareness to establishthemselves and their environment; (2) Lowcommunity life skills that ensure and

develop welfare based on the existingnatural resources; (3) The geographicalsituation of unprocessed and well run; (4)The planning, implementation andevaluation of development in the area hasnot been systemically integrated,empoweringandsustainable.

Fig1.Estimatedintra‐ASEANsharesofmigrationinASEANMemberStates,1990‐2013(%)

Source:UNDESA

The purpose is to develop theapplication of Rural Vocational Education(RVE) as Technopreneur CommunityEmpowermentCenterintheIndustrialArea,Coasts, and Islands (IPP) Banten.Establishment of Rural Vocational targetedto contribute in empowering communitiesthroughtheapplicationoftechnologyfortheutilization of local potential, economicempowerment,especiallydomesticindustry,fishinggroups,cooperatives,andagriculturaldevelopment that includes the participationofindigenousvillages.RVEofferedfunctionsas an initiator, motivator, facilitator,innovator and communicator in thedevelopmentofcommunitycompetence.II. VOCATIONALVILLAGEINITIATIVES

Non‐formal education program basedon the priority of the plan located in 2010‐2014 include improving implementation ofthe program of courses in rural orientedgradelifeskillsandrelevantthroughVillageprogram Vocational. The purpose of theRural Vocational Education Program is to

reducetheunemploymentrateandthelevelofurbanizationbyprovidingskills inaruralcommunity in comparative advantage andcompetitive advantage of the resources andthe potential of a country based on localwisdom.There is somerationalebehind theimportance of an initiative to improve theskills of the population (village) local,through the establishment of vocationalvillages:1) The dropout rate (drop out)

SMK/SMU/MA plus junior high schoolgraduates,highschooldonotcontinuetohigher education of 1.6 millionchildren/year

2) The poverty rate in Indonesia amountedto 28.55 million or 11.47% of the totalpopulationofIndonesia

3) UnemploymentFiguresOpeninIndonesiaof7.4millionor6.25%of the total laborforceof118.2millionpeople(source:BPSSakernasmonthAugust,2013)

4) The potential of natural resources in thevillage are not processed by youngworkers areproductive soneglected and


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village development stagnated, resultinghigh youth movement of workers in thecountryside seeking employment in thecities(urbanizationincreases).

Indonesia has about 78.609 villages,consisting of 70.390 administrative villagesand 8.083 urban village administrationscattered throughout the archipelago withdiversity wealth of natural resources areabundantbothinthesectormining,tourism,agriculture,forestry,plantationandothers.

VocationalVillageprogramisintendedto develop human resources in ruralspectrumwith a regional approach, namely,the rural areas which is based on culturalvalues with harness local potential. Villagevocational program highly relevant to theneeds rural communities and easilyimplemented on because the followingreasons:1) The kind of skills that were held in

accordancethepotentialofthelocalarea;

2) enthusiastic community because duringthisextremelyrareNocourseor trainingskills in village based on the needs ofruralcommunities.

3) manyagencies,organizations,businesses,offices agencies, and local governmentsprovidesupport.

4) TheresultscanbeusedaslivelihoodskillsThemainorsideforthecommunity

Objective of the Rural Vocational

Education Program is provide support for avariety of skills production/services forresidentsinruralcommunitiesinorderabletoempowertheruralproductivepotentialasa source of revenue to improve quality lifeand rural development. The village held aVocation means building a villageindependentlyfor29.89millionpoorpeoplearound 63 900 villages in Indonesia eachyearneedprovisionofskills.

Figure2.ImportanceofVocationalVillageInitiatives

Even though many programs are

available for the rural poor,moremeasuresneedtobeadoptedtohelpthepoorestofthepoor‐personswithdisabilitieslivinginruralareas. Many rural persons with disabilities

areforcedtogotothecityforrehabilitationor livelihood training. Poor farmers withdisabilities need to generate income orsupplementary income to become activeparticipants in their families and


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communities, thus reducing the burden oftheir disability on both family and society.This guide is designed for governments andNGOs working towards the socialintegration, rehabilitation, training andempowermentofpersonswithdisabilitiesinrural areas. Its main objective is to givedirection on how to prepare persons withdisabilities to generate income throughmicro‐enterprise development. Trainingrural persons with disabilities in their owncommunitieshastheadvantageoflettingthetraineesremainwiththeirfamiliesandlearnatradethatisacceptedbythecommunity.1) Observations about special qualities of

trainersforpersonswithdisabilities2) Developmentoffourmainlearningsteps:

a) Toimprovedailylivingskillsb) To impart technical capabilities and

capacitiesc) Todevelopentrepreneurialskillsd) To establish a network and strategic

partnerships3) Development of criteria for the selection

oftrainees4) Genderissues

5) Issuesandconsiderationstobeaddressedpriortotraining

III. COMMUNITY SKILL DEVELOPMENT

BASEDONLOCALRESOURCESBuilding up the capacity of persons

with disabilities to become micro‐entrepreneurs improves their livelihoodsand has beneficial effects on the quality oftheirlivesandhealth.Ithelpstoreduceruralpovertyandfoodinsecurity.

Nevertheless, it isnotsimplyamatterof supply and demand. It is the task of thestate to create appropriate frameworkconditionsandincentivesystems,andinthisway to ensure the integration of TVET intothe entire educational system. Anotheraspect that should not be forgotten is thefulfill of the fundamental human right toeducation.Thisisimportantaseducationnotonly contributes toovercomingpovertyanddeveloping an individual’s personality, butalso constitutes a fundamental pillar forpromoting an independent andparticipation‐oriented society. In TVET,these aspects are integrated into thequalificationsfortheworkingenvironment.

Figure3.GraphicillustratesthespecificsituationofTVETandVocationalVillageInitiatives

For example, the low level of public

education and the high school dropout rateinthedistrictofLebakdemandingUniversityof Sultan Ageng Tirtayasa (UNTIRTA) asmuch as possible should be able to worktogether in completing the accelerateddevelopment bravely into job creators orcreate business opportunities with all abetter understanding of the technology andscientific thinking of various disciplines.Dare to be job creators and must havethought to improve the communities in

charge of development real. Through KKNPPMprogram canbe formulated a programproposal that could overcome problems inordertoprovidetrainingandempowermentofcommunities,including:1) Increase the ability of students in the

application of science and technology inaccordancewith the fieldsof scienceandtheirrespectiveexpertise

2) Provide knowledge of appropriatetechnology, training, and applying it


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throughtheSocio‐Technopreneurpatterntothecommunity

3) skills training activities (life skills) forsmall industry craftsmen in the field ofproduction engineering and businessmanagement, practical skills include theselectionofrawmaterials‐theproductionprocessandthequalitytest

4) Provide entrepreneurial training andappropriate technology in the field ofIndustrial Engineering and ElectricalEngineering for have no works anddropoutstodevelopmentofqualityoflife.These practical skills include self‐employment and debriefing and a highworkethictomakeendsmeet

5) Empower the potential environmental,management of household waste that isorganic and non‐organic integratedmanner in order to create domesticproduct, home industry thereby buildingsustainableindependententrepreneurs

6) Provide training and the installation ofenergy‐savinglightingtechnology

7) Establish a non‐business field, PKBMintegratedandsustainablebuiltvillage

Those some examples of community

empowerment training activities in one ofthe villages in the province of Banten, arehandicraft training (Fig. 4), cultivationcatfishaboveswimmingsheeting(Fig.5)andtraininginstallationenergysavinglightbulb(Fig.6).

Figure4.HandicraftTraining

Figure5.CultivationCatfishaboveSwimmingSheeting


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Figure5.TrainingInstallationEnergySaving

LightBulb

IV. CONCLUSIONVocational village initiatives for

communityskilldevelopmentbasedonlocalresourcesintheAEC,willbegivenexpectedresults:1) Thenumberofyoungpeopleandcreative

potential lived in the village ofempoweringpotentialofthevillage

2) Natural resources are processed intoworks economic value production andcharacteristicvillagehighvalue

3) Urbanization can be suppressed so thatthe problem unemployed in urban areascanbehandled

4) Abilitytocreatenewjobs5) Development of rural quickly

materializedassupportproductiveforce6) Gradually reduced poverty in villages

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Indonesia.Jakarta: Kadin Indonesia‐JETRO.

Tay,S. (2013),GrowinganASEANVoice? :ACommon Platform in Global andRegional Governance. ERIA DiscussionPaper2013‐19.Jakarta:ERIA.

Anh, B.M. (2011). Lessons and Challenges ofDevelpment Strategies in Asia: Korea,Indonesian and ASEAN Experience.Conference report. Jakarta: CSIS &Korean Association for PublicAdministration, Korean Culture andInformationService.

Bappeda Kab Lebak. (2012). Lebak DalamAngka. Pemerintahan KabupatenLebak, Lebak Banten François Thérin(2011). International Journal ofTechnoentrepreneurship, Call forpapers, ISSN online: 1746‐5389, ISSNprint:1746‐5370

Humbert, Anne Laure. (2012). Women associal entrepreneurs. Third SectorResearch Centre, Working Paper 72.

www8.georgetown.edu/Social_Entrepreneur

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Miller, D. & Garnsey, E., (2000).Entrepreneurs and TechnologyDiffusion:HowDiffusionResearchCanBenefit from a Greater UnderstandingofEntrepreneurship.Technovation,22,445–465.

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Tim Penulis (2011). Intensive StudentTechnopreneurship Program 2011,Recognitionand MentoringProgram ,InstitutPertanianBogor(RAM‐IPB)


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STRUGGLINGCREATIVEHOMEINDUSTRYONIMPLEMENTATIONOFMODIFIEDBEANBREAKERTOOLS‐MULTICULTURAL

CHARACTERBUILDINGBASESOFMERAPIVOLCANICDISASTER

1.ZainurRofiq,2.RA.RahmiDipayantiAndayani,[email protected]

ABSTRACT

Thebasicreasonofconductingthisresearchistomanagethevictimsinordertohavenewjobafterthevolcanodisaster.Thevictimsof thedisaster cannotdependon thehelpof thegovernment, suchasmoneyormaterialfunds.Thisresearcherswasimplementedthetrainningtothevictimstohavesomeskillsinstruggulingcreativehomeindustrywiththebeanbreakertoolsandtheirmodifications.Thetheoriesofcreativehome industrybasedonmulticultural characterbuilding,and thebeanbreaker toolsandtheirmodificationswereuseasthebasictheoriestoconductthisresearch.ThelocationoftheresearchwasinthevolcanoareainMerapiSpecialRegionofYogyakarta.Descriptivequalitativeandquantitativemethodswereuse in thisresearch.Themulticulturalcharacterbuildinganalysesdatamodelwere implemented.The data collecting techniqueswere: a) observation, b) interview, and c) questionnaire. The validiteswere 1) Triangulation to the experts of creative home industry, 2) checking multicultural characterbuilding totheexperts,3)consultingbasic theoryto theexperts,3) implementing the training inusingbean breaker tools and their modifications, and 4) verification to the previous results. The researchsubjecttotheimplementingbeanbreakertoolandtheirmodificationsweretrainnedtothevictimsofthevolcano disaster in Merapi Special Region of Yogyakarta. The results of research show that the beanbreaker tools and their modifications was created, and the victims are able to implement those toolseffectively.Thelastresultshowsthatthevictimscanincreasetheirprofitsandproductions.ThosetoolsarecalledBeanMultifunctionalMachines

Keywords:creativehomeindustry,multiculturalcharacterbuilding,beanmultifunctionalmachines

I. INTRODUCTION

Itisnotasecretthatpeople,indisasterareas volcano, has been reliant ongovernment’ aid to support the survival oftheireconomy.Thisisprovebythefactthatthey did not try hard or try to liveindependently from their work. As anexample, many families of volcano disasterstayed at the shelter, which is alreadyprovidedbythegovernment.Inthemorning,thehusbandsofvolcanovictimsonlyworkasamotorcycletaxi, fortravelerswhovisitthearea and in the evening, they return to theshelter (the result of direct observation ofresearchers on the spot). The volcanovictimsonlyusethefacilitiesprovidedbythegovernmentthatonlymeetdailyneeds,suchasbathing, theneed to cook like thedrains,and clothing needs which obtained fromgovernment contributions. This situationgaveasignaltousthatthesepeoplehavenotbeen trying to empower and civilizing

themselves to meet the needs of theireconomy and develop economicempowerment to earn a decent living andindependent.

Self‐empowerment and self‐empowering culture is to achieve theeconomic prosperity. Volcano disastervictims need to be assisted in defining thelivelihoods with a wise attitude andincreasing their economic prosperity. Theyalso need to develop the implementation ofmechanical tools, which can be used as asourceofincometoimprovetheeconomybytraining, how to empower the economythrough the training of implementing themechanical devices of foodprocessing.Thatis the soy bean tool breakermachines. It isintended that the victims of the volcanodisaster are capable of absorbing theknowledge of how to empower this tool tochange their life to be individuals with acreative spirit of home industry. Thus, the


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implementation of mechanical devices areexpectedtogivetheaspirationsofthepeopletoboost theireconomythrough theculturalof producing the food to become industrialcentersthatcanbemarketednotonlyinthevolcano area but also in other areas bothnationallyandinternationally.

It is easily to get the soybean rawmaterial in rural areas. However, thesoybean processing is still very traditionaland less hygienic. As example, the way toseparate soybean husk is by trampling it,whichtakeaverylongtime.

II. METHOD

The method used in this research isdescriptivequalitative andquantitative.Thedata are in the form of oral speech andwrittenlanguage,whilethesourceofdataisthe entire volcano disaster victims. Datacollection techniques will be conducted by(a) observation, (b) interviews, and (c)questionnaires.Thisstudyobtainedthedataby using participant observation. Dataanalysis performed with the descriptivequalitative and quantitative approaches.Data collection techniques are usingpurposive sampling. Object of this study isthe victims of Mount Merapi volcano inSpecialRegionofYogyakarta.

III. RESULTSANDDISCUSSION3.1. NeedAnalysisDescription

This research was also conductedinterviews with people in disaster‐proneareas of Mount Merapi. In this case, theresearch is focused on members of thetargeted community who have a businessindustry of making tempe (Fermentedsoybean). Based on interviews with one ofthem, the researchers obtained a variety ofimportantinformationthatcanbethepartofthediscussionofthisstudy.

After the catastrophic eruption ofMount Merapi in 2011, most people inCangkringan (targeted research) havemisgivings and feelings of worry over thepossibilityofasimilardisaster,especiallyforMrs. Suhardi whose one of her sons getdeformed feet because of the disaster.Whenever there is little land’ movement orrumble, the memory in 2011 crossed hermind.

Nevertheless, Mrs. Suhardi realizedthat life must go on and live must be life.Therefore,sheroseagaintostartabusinessof making tempe which is her livelihoodduring this time. She is one of the largesttempemakersinCangkringanvillage.Beforethe disaster, she already had regularcustomers as a distributor inmarketing thetempe. Then, after the disaster, somecustomershadmigratedtotheothermakersoftempeoutsidethedisasterarea,exceptherloyal customers. This may be because therecovery from the catastrophic eruption ofthe volcano requires a relatively long timesuchasphysicalrecoverylikethedestroyedhouse,familymembersasvictims,aswellasin the form of healing traumaticpsychological recovery and return theirconfidence to standupandbe independent.Likewise, the people who have business ofhomeindustrywereraisedandmotivatedtostart the business again in order to meettheir needs. The length of recovery causesthecustomersruntoanothermakers.Whilethe people of the home industry in disasterarea began to rise, they also have to startfromthebottomandfindnewcustomers.

Understandably, getting back tomaketempe isnoteasyforthem,especiallywithalotofbusinessequipmentsdamagedwhenadisaster occurs. Besides, making tempetraditionally also makes it difficult toproduce large amounts in a short time.However, traditional tempe made by Mrs.Suhardi and Mrs. Hadiwiyono hasadvantages compared the tempe from otherhome industry which can stand up to fourdays, while the other tempe only lasted totwodays.

Without any help from thegovernment, the families are warmlywelcome when the research team offersinnovativesoybeanbreakermachine.Feelingcared, they are also grateful that they arehelped to ease the primarywork ofmakingtempewhichisbreakthesoybeanastherawmaterial of making tempe. Formerly, theprocess of breaking soybeans is traditionaldonebytramplingonitwhilewashed.Ittooka relatively long time and a big effort.Unfortunately, the result is not perfect. Itmeanstherearesoybeansthathavenotbeenbroken and some crushed. Differently done


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with a soybean crusher tool, the results arerelatively similar and perfect; soybeans allcrush into two and no soy are broken.Before, they have purchased the soybeancrusher for Rp 900,000,‐ but a lot ofsoybeansarebroken(crumble).

Based on questions about whetherthey are willing to follow the trainingprogram,theyansweredfirmlythattheyarevery willing to follow the program. This isbecause both before and after the disasterthey have never received training from anyparty, either training for making tempe,knowing diversity of products fromsoybeans, moreover, training for makingsoybean breaker tool. Their ability tomaketempe is not based on training, but onlypasseddownfromtheirparents;Previously,theybecamethestaff intempe factory,afterthattheycanmaketempeindependently.

Therefore, if it will really be held thetraining on the manufacture of makingsoybeans breakermachine and how to takecare (maintenance), they are veryenthusiastic welcome it. Especially forpeoplewhoalready feltold, their training isseen as the regenerationof his descendantsto carry on the business of making tempe.The soybean breakermachines regarded asinnovation for them, because, from thebeginning until now, the job of breakingsoybeansonlydonetraditionallywithoutanykindofassistance,excepttheirfeet.Besides,it is less hygienic because it can’t beguaranteedthattheirfeetarecleanfromdirtand germs/bacteria.Moreover, using feet inthe food processing is consider as lessethical; refer to its lowest position fromhumanbody.Theword'trampled'hasalessvalue of sense that unacceptable to us,especially in this case, the thing to betrampledwasfoodforhuman.

The presence of soybean breakermachineisnotonlytospeeduptheirworkinmaking tempe but also to give meaningwhich based on multi‐cultural of characterbuilding. It is caused by the culture built inthemanufactureof tempe just a traditionofhereditarybythelocalcommunityandhavenever been associated with the culture ofincreasing the value of tempeas one of theIndonesian products. Therefore, we haveeverheard that theneighbors tried toclaim

tempe as their typical food, but in real andclear, tempe is originally our nation's food.Products of our nation's culture need to beimproved, in terms of forms, processingmethods,andhowtomarket.Thus,althoughtempe is a "traditional food", it will not bedisplaced by the new types of food whichusually have more values in terms of formandappearance, tasteandwayofpackagingandmarketing.

In the presence of soybeans breakertool, it is totality capable of supporting thecharacter of independence andentrepreneurship.While keeping traditionaltypical foods of our nation, these machineshelptospeeduptheworkandmaintainthehygieneofthemanufactureoftempeh,whichis soybean. If a culture of entrepreneurshipinmaking tempe already packed inmodernmarketing, it will definitely bring morecustomers aswell as expand themarketingnetwork, increase the number of productsthat can be easily fulfilled through theassistance of soybean breaker tool owned.Before the disaster happened, tempeproductswhichbelong topeople indisasterareasvolcanohavebeenabletobeexpandedthe marketing to Jakarta, Lampung andSurabaya. However, it was done by peoplewhoaccidentallywantedtoheadingintothecity,itnotpurposelyspendingforsale.

3.2. Soybean Breaker Machines

DescriptionThe mechanism of soybean breaker

seedsmachine isbyuse twopiecesofrollerstones,whichplacedinahorizontalposition.This machine has three parts: the hopper,mill bodies and lidmillingmachine. On themill body, the roller stones fittedwith eachother and connected by using a shaft; onerollerconnected to thepulleyand theotherisattachedtothebodyofthemill.Thereisahole both in the middle of each stones’surfaces. The diameter of the roller stonethatwouldbeuseadjustedwiththedesiredcapacity. On the body of themill, there is athreaded shaft that canbe rotated to adjustthe distance gap between the stone and aknife on the nut splitter, which is used topush in thesoybeanseedsthat fall fromthehopperintothecrevicebetweentwostones.


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Stonewhichconnectedtotheshaftandassociatedwiththepulleyisarotatingstone,While,stonewhichisassociatedwithacoverstone mill is un‐rotating stone. Both rollerstonealmosthavethesamethickness,butonthesurfaceofeachstone,itmadetoberoughwithdifferentprofiles.Onthesurfaceofun‐rotatingstone, itwasmadeholesonlyafewmillimeters deep; not until its translucent,.While, for rotating stone, on the surface,thereisacirculargroovewhichcircleshavelarger diameter towards the outside. Inaddition, its surface is made not flat but inthecentralsectionoftherockhaveathinnerthicknessoftheedgesofthestone.Thelidofthe mill body was given a hole underneathfordischargeasasoybeanseedthathasbeencleaved.

3.3. MachinePerformance

On the operation of thismachine, thesoybeans should be soaked or boiled inwater for severalhoursbefore inserted intothebreaker. First, the soybean is put into thebreaker through the hopper. To pushsoybean seeds to get into the gap betweenthetworollersstones,thebodycrusherwasinstalled with a splitter blade associated /welded nut (screwmixing knife)which canrotate. Because the rotation of the mixingscrewing this knife, soybean seeds can getinto the gap between two roller stones andcanbecleaved.Duringthebreakingprocess,thewatershouldbeaddedcontinuously.Theadditional water was intended that thesoybeanscangetoutfromthecrackbreaker.

If it felt, the result of breaking ofsoybean seeds are too smooth so that thesoybeansarecrushedtheregulatorofscrewshaft can be rotated to enlarge the gapbetweenthetwostonesbreaker.Then,aftersetting the gap of two roller stones isfinished, theregulatorofscrewshaftcanbelockedusing thehandle lock, toprevent thesetting that has been done would notchanged during the subsequent breakingprocess.

In this research, there have beendesigned the multifunctional soybeanbreakingmachinecomponentsbycalculatingthe dimensions of some components. Themaincalculationsperformedonthismachine

arethemotorpower,shaftpeeler,belts,pins,and bearings. The motor power from theresultofcalculationis0.35HPat1.400rpmrotation, so the selectedmotorpower is0.5HPofthestandardonthemarket.

3.4. MachineTrialTestingandAnalysisProcedures of machine trial testing arefollowsthesesteps:a. The condition of soybean seeds before

put into a grinding machine must havebeensoakedinwaterfor3‐5hours.

b. Water soaked did not enter into thebreaker.

c. Theenginerotation:1.400rpm.d. The rotation speedof theelectricmotor

during the process of breaking ismeasuredbyusingatachometer.

e. During the breaking process, the waterflowedwithaconstantwaterdischarge.

f. To findout thedischargeofwaterused,experimentdonebyenteringin1500mlof water (1.5 liters) into a container,whichhasbeengivenawatertap.Then,thewatertapisopenedandthelengthoftimeneeded tospend1.5 litersofwateris 1.58 minutes. The measurement oftimeusestopwatch.From the measurements, the obtainedwaterdischargeasfollows:

Waterdischarge

,

,

0,95lt/minutesSo, thewater discharge required in thisexperimentis0,95lt/minutes.

Table.2Experimentofmeasurementwith5kindofdifferentweightSoybeans’Weight(kg)

Times(minutes)

WaterDischarge

(ltr/minutes)

11,52minutes1,49minutes

0,950,95


0,950,95


0,950,95


0,950,95


0,950,95


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The experiment usedmill diameter of6"or 152.4 mm. The experiment performedbyinsertingacontinuouslysoybeansintothemachine hopper. Data obtained from theseexperimentsasshowedonTable2.

From the results of experiments onTable .3 can be calculated capacity of thesoybeanbreakermachineas(kg/hour).Table.3MachinecapacitySoybean’weight(Kg)

Times(minutes)

MachinesCapacity

(kg/minutes)1 1,505 0,6642 3,025 0,6613 4,450 0,6744 6,040 0,6625 7,575 0,660

Total 3,321

The average engine capacity,

0,664kg/minutes, Engine capacity expected= 40kg/hour. Thus, it explained that thebreaker had achieved the expected results.Fromthediscussionabove,itshowedthat:a. The results of experimental soybean

breaker approached the expected resultthatisthecapacityof40kg/hour.

b. Theuseofsoybeanbreakermachinecanshorten the breaking process thanbreaking it traditionallybytramplingonit.

c. Breakermachine can be operatedmoreoptimally if soybeans (this text is notcompletebasedontheoriginalpaper).

IV. CONCLUSION(1)Basedontheneedsanalysis,thevolcanovictims are very hopeful to be given thesoybeanbreakermachineoperationtrainingand its modifications, and also to be giventhese tools. (2) The results showed thatvolcano victims’ participants were veryenthusiastic,active,andaskedlotofquestionabout implementing the soybean breakermachinesanditsmodificationwiththebasicof multicultural character building. (3) TheSoybean Breaker machines have capacity:40kg/jam. (4) Soybean crusher that hadbeenmadewerethemultifunctionmachineswhichcanbeusedtodoanothertasksuchaspulverizethepeanutsandchili.

REFERENCES[1] Andayani, Rahmi D. dkk. 2008.

“Implementasi Immersion ProgramSebagai Dasar Rancang BangunPembelajaran Berbahasa Inggris DiSekolahMenengahPertamaBilingualDiDaerah Istimewa Yogyakarta” dalamPenelitian. Yogyakarta:UNY (No. 018/S/P2H /PP/DP2M/III/2008 Tanggal06Maret2008).

[2]Andayani,RahmiD. dkk. 2009. “DiglosikSituation dan Fenomena Bahasa BagiMasyarakat di Kecamatan GedongKuning” dalam Penelitian. Yogyakarta:UNYTanggalOktober2009.

[3] _____________________. 2011. PeranMasyarakatKampusdalamMenciptakanBudayaKampusyangBerkarakter.

[4] _____________________. 2012. Percaya Diri,Keingintahuan, dan BerjiwaWirausaha:Tiga Karakter Penting Bagi PesertaDidik.

[5] Suparno‐Paul. 2012. “Peran Pendidikandan Penelitian Terhadap PembanguanKarakter Bangsa” dalam MakalahSeminar Nasional. Yogyakarta: LPPMUNY.

[6] Sularso,Ir, MSME dan Kiyosaku Suga.(1987).DasarPencerahandanPemilihanElemenMesin,

[7] R.S. Khurmidan, J.K.Gupta,. (1982).TextBookofMachineDesign,

[8] Tarwiyah, Kemal. 2001. “PemecahKedelaidanPemisahKulitHidrosiklon”.Jakarta: Deputi Menristek BidangPendayagunaan dan PemasyarakatanIlmuPengetahuandanTeknologi.

[9] Zainur Rofiq. (2009). PemberdayaanPemuda Putus Sekolah Melalui“Education for Youth EmploymentProject:DirjenPLS.

[10] __________. (2013). Analisis RelevansiKurikulum D3 Teknik Mesin denganTugas Ahli Mayda Desain Rekayasa diIndustri Permesinan, Penelitian:Yogyakarta


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THEWORKERSCOMPETITIVENESOFSMALLBUSINESSENTERPRISETOFACEASEANECONOMICCOMUNITYAGREEMENT

Yasrizal

TeukuUmarUniversity,Meulabohemail:[email protected]

ABSTRACT

The competition of labor market in Asean Economic Society will be determined by the labor’s

productivity.SmallbusinessesoffoodsandbeveragesisthehighestsubsectorwhichrecruitthelaborinAceh.In2010therewere929.910smallbusinesseswhichwereabletorecruit2.152.981labororaround31,99%. There are three variables impact the absorbtion of labor, the salary, labor productivity andcapital.Thisresearchusesmultipleregressiontechniquetoanalysedata.Thetechniqueanalysisusedtofind the impact of salary, productivity and capital to the absorbtion of labor in small businesses andenterprises.Basedonresearchfinding,thecompetitiveadvantageofIndonesianlaborisatthesixthrankof ten countries in ASEAN. The research also found that productivity has significant impact to theabsorbtionoflaborwhilecapitalandsalaryhavenosignificantimpacttotheabsorbtionoflaborinAcehProvince.

Keywords:laborcompetitiveness,productivity,capital,salaryandAEC

I. INTRODUCTIONThelaborcompetition is tightersince

theASEANEconomicCommunity(AEC)wasapplied.TheCountriesintheSoutheastAsiawillestablishanintegratedarea,itwouldbeaffect to investment access, distribution ofgoods and services more easily, thatcompetent labors have a great opportunitytoenteranothercountry.The laborarenotready to compete, they will lose in theASEAN Economic Community competition.This is a new challenge for Indonesianeconomic development. Labor productivityis the main factor of economiccompetitiveness, but infrastructure,education quality, investment climate,transportation conditions, logistics, a pro‐business banking system and othersupporting factors need to be improved toincrease the competitiveness of theIndonesianeconomyintheASEANmarket.

According to Michael Porter,competitiveness in international trade willbe achieved through excellencecomparative, such as the importance oftechnologicalelementsandtherelationshipbetween governments and the businesscommunityshouldbesynergize to improvecompetitiveness in international trade. Themastery of technology has been proven by

Japanese corporations, they imitated goodswhicharealreadyinventedandmadethembetterandcheaper.

The high unemployment level hasbeen the main problems of economicdevelopmentandemploymentinIndonesia.The number of new labors is increasingfaster than the employment growthwhichcanbeprovidedannually(AmriAmir,2004:2). In 2014, Indonesia has the unemployed7.56 million persons (BPS, 2015), while inthe Aceh Province, there were 216.806personareunemployed(BPS,2015).

Theprocessofeconomicdevelopmentof a country is often associated with theprocess of industrialization. Thedevelopment of industry is the one of thedirections for the welfare of the society,namely improving the livesmore advancedandqualified(Sukirno,2005).Theindustrialsector became the leader of the othersectors to advanced economy system, it’scaused by industrial products have a hightrading power (Term of Track), moreprofitable, and is able to create a greateradded value comparedwith products fromother sectors. In addition, the industrialhave variation production and capable ofproviding high marginal benefits toconsumers(Dumary,2002).


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The Small Business Enterprise (SBE)has an important role in Indonesianeconomics. SBE is a major player ineconomic activity in several sectors, as thelargest provider of jobs, as an importantplayerinthedevelopmentoflocaleconomicactivitiesandsocietyempowerment,aswellasacreatorofnewmarketsandasourceofinnovation. SBE is a labor intensive, whichrequires labor is more big industries thatfocusedoncapital(capitalintensive).

Based on data from BPS (2015), thegrowth of small business enterprises inIndonesiaincreasedby5.65%,andbasedondata from BPS Aceh (2015) the number ofsmallbusinessenterprisesinAcehProvinceare1,862unitsor2.09%ofthetotalSBEinIndonesia. The food processing industry isas the biggest contributor in employmentprovider and equalizing the society’sincome. In 2010, Indonesia has 929 910units of food processing industry, in everyyear these industries can provideemploymentby2,152,981peopleor31.99%of the total labor SBE in Indonesia (SmallandMicroIndustries,BPS2010).

Based on this background, theresearcher is interested to analyze thefactors affecting that influence recruitmentof labors in food and beverages smallbusiness enterprises in Aceh Province. Thefactorsbecomevariableinthisresearcharelaborsalary,laborproductivityandcapital.

II.METHOD

This research was conducted toanalyze labor absorbtion in food andbeverages small business enterprises inAceh Province. The variables will beresearched are labor salary, laborproductivityandcapital.

These research using secondary andprimary data. Secondary data obtained bythe BPS of Aceh, The Department ofIndustry,CooperationTradeandAcehsmallbusinesses and equipped with literalstudies. The primary data is the raw dataobtained from small business enterprise inAceh Province, based on a small businessenterprisesurvey in2014bytheBPSAceh,specifically in the food and beverageindustry (code10 for foodand code11 for

beverage industries). The number of laborabsorptions in food and beverage smallbusinessenterprisesinAcehProvince,laborsalary,capitaland laborproductivityastheprimarydata.

Theanalysisusedinthisresearchwasmultiple linear regressions with a leastsquare method or Ordinary Least Square(OLS). The model used in this researchbased on production theory. The generalformoftheproductionfunctionisabletobewrittenasthefollowing:

Q=f(K,L)….......................................(2.1)

Q=Output,K=capital,L=laborThe production function model in

equation (2.1) above is transformed into alagrangian equation form for obtaining thelabor demand function which is thefollowing:

Q=f(K,L)…..................................(2.2)Minimumc(w,r,Q)=minwL+rKSubjecttoQ=f(K,L)The production function in equation

(2.2) is transformed into another lagragianfunction so the form of the equationbecomes:

i=wL+rK+λ[Q–f(K,L)]…........(2.3)

Thefirstderivatives(first‐orderconditions)fromequation(2.3)abovetoK,Landλareasthefollowing:

w–λfl=0...................…..(2.4)r–λfl=0.................……(2.5)Q‐f(K,L)=0.....................….(2.6)

Fromequations(2.4)and(2.5)isobtained:

= ……(2.7)

K= .L…….(2.8)

Equation(2.8)substitutedtoequation(2.6)

Q=f(K,L)

Q=( L).L

Q= L2


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L2=

L= Q……..(2.9)

Ld=F(r,w,Q)……(2.10)Ld=F(r+,w‐,Q+)…..(2.11)

Where: C cost, r = price from capital(interest level), K = capital,w= price fromlabor(wage),L = number of labor, Q = production Ld =demandoflabor,i=lagrangeequationandλ=artificialvariable.

The equation (2.10) above istransformed into a linear regression formby using logarithm (Ln), the form of theequationbecomesasthefollowing:LnLD=α+β1LnR+β2LnQ+β3LnW....(2.12)

The equation above os able to bewritten in a linear regression form as thefollowing:

LnLD=β0+β1LnR+β2LnQ–β3LnW+ε.........................(2.13)

Explanation:LD= Thenumberoflaborabsorptionin

smallbusinessenterprisesandtheunitofmeasureinpersons

R= capital in small businessenterprises and the unit ofmeasureisinrupiah

Q= the number of labor productivityin small business enterprises andtheunitofmeasureisinrupiah

W= labor salary in small businessenterprises and the unit ofmeasureisinrupiah

A= constantB= coefficientIII.RESULTSANDDISCUSSION3.1.AECCompetitiveness

Publications by the InternationalLaborOrganization(ILO)mentionsthattheproductivity of Brunei Darussalam has thehighest labor productivity value with avalue of $100,015 then followed by $98,072,Malaysia$35,751,Thailand$14,754and Philippines $10,026. The productivitycompetitivenessofIndonesiaisrankedsixthafter the Philippines with a productivityvalueaslargeas$9,848anditisstillbettercomparedwithVietnamandCambodia.Thecounting is implementedbasedonconstantvaluesin2005anditsdevelopmentin2013.

Table1:ASEANLaborMarketIndicator2014

CountryWorkforce(000s)(a)

EducationandskilldevelopmentAverageMonthlyWages($)

LaborProductivity(ConstantNumbers2005($)

LiteracyRate15yearsand

over(%)

TVET(numberofadmissions)

(%)

HigherEducationAdmissions

(%)Brunei

Darussalam186 95.4 11.4 24.3 ... 100,015

Cambodia 7,400 73.9 2.3 15.8 121 3,989

Indonesia 118,193 92.8 18.0 27.2 174 9,848

LaoPDR 3080 72.7 0.8 16.7 119 5,396

Malaysia 13,785 93.1 6.8 36.0 609 35,751

Myanmar 30,121 92.7 … 13.8 ... 2,828

Philippines 41,022 95.4 … 28.2 206 10,026

Singapore 3,444 95.9 11.6 ... 3547 98,072

Thailand 39,398 93.5 15.4 51.4 357 14,754

VietNam 53,246 93.4 … 24.6 181 5,440

Source:ILO2015


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Towards the ASEAN EconomicCommunity the competition of labor isdetermined by the productivity value oflabor in each country, because thementioned value reflects the ability of anation’s labor in producing goods andserviceproducts.Observedfromtheresultsof thispublication, thecompetitivepositionof Indonesia’s labor in facing the ASEANEconomicCommunityisinapositionbelow

the average of developed countries in theASEANregion.

3.2. The Number of Small BusinessEnterprises

Small Business Enterprises in AcehProvince total at 1,862 business units thatspread in 81 regencies/cities (BPS Aceh,2015). Locations in regencies influence thenumberofsmallbusinessenterprises,thisisabletobeseeninTable2.

Table2.DevelopingnumbersofsmallbusinessenterprisesofRegencies/CitiesinAcehProvince2014

No. Regency/CityTheNumberofSmallBusinessEnterprises

(unit)PercentageoftheProvince(%)

1 Simeulu 8 0.432 AcehSingkil 20 1.073 AcehSelatan 74 3.974 AcehTenggara 29 1.565 AcehTimur 46 2.476 AcehTengah 17 0.917 AcehBarat 39 2.098 AcehBesar 40 2.159 Pidie 416 22.3410 Bireuen 255 13.6911 AcehUtara 197 10.5812 AcehBaratDaya 17 0.9113 GayoLues 165 8.8614 AcehTaming 36 1.9315 NaganRaya 21 1.1316 AcehJaya 14 0.7517 BenerMeriah 3 0.1618 PidieJaya 303 16.2719 BandaAceh 67 3.6020 Sabang 30 1.6121 KotaLangsa 35 1.8822 Lhokseumawe 28 1.5023 Subulussalam 2 0.11

ProvincialTotal 1862 100.00

AverageRegency/City 81

Source:BPSAceh2015

Based on table 2, the largest number

of small business enterprises in AcehProvince is in Pidie as many as 416 smallbusinessenterprises,followedbyPidieJayaas many as 303 units or as large as 16.27percent and third place is achieved byBireun regency which is as many as 255unitsor10.8percent.Theregencywiththesmallest number of small businessenterprises isSimeuluRegencywitha totalof8unitsor0.43percent.

The number of small businessenterprises in a regency is influenced byprivate investment conditions, pushed byentrepreneurialspiritofthepeopleandtherole of the government that supports thepeople’s economic activities. The higherentrepreneurial spirit of the people, canmakehigherthegrowthofmicroandsmallbusinesses. This is seen in Pidie Regencyand Pidie Jaya, generally people that arefrom Pidie (Pidie Regency and Pidie Jaya)


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arepeoplethathaveahighentrepreneurialspirit. Strengthened by the opinion of SeloSumardjan in the book (Ishak Hasanmadebusiness of grassroots 2013) “many of thePidiepeoplearecapableintrading(makingbusiness),andonlyafewthatenjoyworkingas farmers, theywander individuallynotasagroup”.

3.3 Food and Beverage Small BusinessEnterprises If observed from thedistribution offood and beverage industry types, theindustry that has the most interest bybusinessmen is the cake industry, followedby melinjo chips, banana chips, where thenumber of industries is greater than 10units.ThisisillustratedinFigure1below.

Figure1DistributionofFoodandBeverageIndustryTypesinAcehProvince

BasedonFigure1,itisabletobeseenthatthebusinessthat ismostdistributedisthecake typebusinesswitha totalas largeas 40% from the total businesses reaching149 business units. This is a sign that thebusinessopportunityofcakes is the largestopportunity compared to other businessesinAcehProvincetoday.

3.4.NumberofLaborAbsorptioninSmallBusinessEnterprises The number of labor absorption isthe number of labor that has alreadyworked in the food and beverage industrysector. The number of labor absorption ismuch varied in a business, where thenumber of labor starts from 1 person inlaborupto15peopleinlabor,thisisseeninTable3below:

Table3.TheNumberofLaborAbsorptionsintheFoodandBeverageIndustryinAcehProvince2014

No NumberofLabor Frequency Percent(%)

1 1Person 13 8.72

2 2Persons 44 29.53

3 3Persons 35 23.49

4 4Persons 37 24.83

5 5Persons 5 3.36

6 6Persons 3 2.01

7 7Persons 1 0.67

8 8Persons 3 2.01

9 9Persons 2 1.34

10 10Persons 1 0.67

11 11Persons 1 0.67

12 12Persons 2 1.34

13 15Persons 2 1.34

Total 149 100


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Basedontable3aboveitisabletobeseen that the largest absorption of labor,which is 15 persons, only happen in 2businessunits,whilethelaborabsorptionatmost used by businesses are 2 persons inlaborwithanumberofbusinessesreaching44businessunitsandtheleastwhichare7persons,10persons,and11personseach1businessunit.Ifseenfromtheabsorptionoflaborinthefoodandbeverageindustry.

If the observed from the number oflabor absorption distribution, theabsorption of labor with a total of 1‐4persons that are absorbedmostwhere thelargestare2personswithatotalnumberof

businessesreaching29.53%followedbythenumberof4personsaslargeas24.83%andthe last with a number of 4 persons at23.49%.

3.5. Labor Salary in Food and BeverageSmallBusinessEnterprises

The amount of labor salary in abusinessishighlyinfluencedbythenumberof laborusedbyabusiness.Thisisbecauseifthelaborthatisusedisinalargeamountand the total production value produced issmall, thementioned business is unworthyofusinglaborinalargeamount.ThisisabletobeseenintheTable4.

Table4.LaborSalaryinFoodandBeverageIndustryinCitiesinAcehProvince2011

No. LaborSalary Frequency Percent

1 <631,249 37 24.83

2 631,250–712,499 58 38.93

3 712,500–793,749 24 16.11

4 793,750–874,999 22 14.77

5 875,000–1,037,499 2 1.34

6 1,037,500–1,118,749 2 1.34

7 >1,118,750 4 2.68

Total 149 100

BasedonTable4aboveitisabletobe

seentheamountofsalarythatareissuedbybusinessmen forpaying labor salarywherethe highest salary number is Rp.1,200,000.Thereareonly4businessesthatgivesalaryas large as Rp.1,118,749 per month whilethemost isRp.712,499permonthwith thenumber of businesses reaching 58 units. Ifseen from the curve below, the largestportionwhichisaslargeas38.93percentisin the wage level of Rp.631,250 – 712,499permonth.

3.6. Business Capital in Food andBeverageSmallBusinessEnterprises

Business capital is an importantcomponentinabusiness,wherewithalargecapital businessmen are able to spendaccording to business needs, this isinfluencedby the typeofbusiness thatwillbe built, because of that, the larger thebusiness, the capital that is used is alsolarger.Forobservingthedistributionofthe

mentioned business capital, it is able to beseeninFigure2.

Based on Figure 2, it shows that thetotal distribution other than the 91% ofbusinessusesabusinesscapitalaslargeas<Rp.26,418,749, therestwhich isas largeas9percentRp.26,418,750–Rp.178,631,250.

3.7. The Production Value in the FoodandBeverageSmallBusinessEnterprises

The production values that wereproduced from food and beverageenterprisesweretheresultsofproductsalesin a 1 year period. As for this productionvalueshowsthatproductsproducedbythefood and beverage industry are respondedwell by consumers so it will influence theamountof production value in an industry.If seen from the production levels in thefoodandbeverage industry, it is able tobegrouped to6 levelsofproductionvaluesasseeninFigure3below.


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Based on Figure 3, it shows that thelargest distribution of production valueswhich is <Rp.14,693,624per year as large

as89%andtherestas largeas11%whichstarts from Rp.14,693,625–Rp.68,468,125peryear.

Figure2BusinessCapitalintheFoodandBeverageIndustryAcehProvince2011

Figure3ProductionValuesintheFoodandBeverageIndustryinAcehProvinceYear2014

3.8.DataAnalysisResults

Based on the result of the Normalitytestanalysis,itisseenthatdatadistributionapproachesthediagonalline,soitisabletobedeclared that this research’sdata showsnormality(Fig.6).

Figure6ScatterPlotNormalityTest

From the count on Table 5 we are able toknowthattheVIFvalueandtoleranceareasthefollowing:

1. TheLevelofLaborWageVariablehasaVIFvalueaslargeas1.194andtoleranceaslargeas0.837.

2. The Production Value Variable has thevaluesVIF1.279 and tolerance as largeas0.782.

3. TheBusinessCapitalVariablehasaVIFvalueaslargeas1.154andtoleranceaslargeas0.867.

From the present determinations

which if VIP < 10 and tolerance >0.10, amulticollinearitysymptomdoesnothappenand values obtained from the count are inaccordancewithdeterminedVIPvaluesandtolerance, so it is able to be summarizedthat the mentioned regression mode doesnot show thepresenceofmulti collinearitysymptoms.

FromtheoutputonTable6isabletobe known that the variables labor wagelevel, labor production value and businesscapital do not have heterocedastitysymptomsbecauseSig,>0.05.


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Table5.ResultsofMulticollinearityTestAnalysis

IndependentVariable Tolerance VIF Remarks

WageLevel 0.837 1.194 NonMulticollinearity

ProductionValue 0.782 1.279 NonMulticollinearity

BusinessCapital 0.867 1.154 NonMulticollinearity

Source:Processeddata(archives)

Table6.ResultsofMulticoniarityDataTest

Model

UnstandardizedCoefficients T Sig.B Std.Error Partial

1 (Constant) ‐.774 1.791 ‐.432 .6662 LaborWageLevel .105 .143 .733 .4653 ProductionValue ‐.015 .026 ‐.563 .5744 BusinessCapital ‐.005 .020 ‐.250 .803

For observing how far the influences

of salary level, production value andbusiness capital to the absorption of laborwith the final estimator count as thefollowing:

LnLD= ‐4.758 + 0.150 (Ln W) + 0.224

(LnQ)+0.021(LnR)

From the model above there is onevariable that significantly influencesdependent variables partially. Thementioned variable is Production Value.While the two other independent variablesthat are not significant influencesdependentvariablespartiallywhichare,X1(wagelevels)andX2(businesscapital).LnLD = Dependent variable which the

value will be predicted byindependent variables. In thisresearch that will become the

dependent variable is LaborAbsorption

C = (Constant) valued at ‐4.758which means when LnW, LnQ,and LnR =0 the UnemploymentLevel increases as large as 4.758percent that is caused byworkforcegrowth.

B2 = The Ln Q variable which theprobability is as largeas0.000<0.05whichmeanstheProductionValue variable partially andsignificantly influences laborabsorption.ThevalueoftheLnQcoefficient as large as 0.224means that when there is anaddition of production values aslarge as 1 percent , this willincreasetheincomeoffishermenas large as 0.224 percent.

Table7.RegressionCoefficient

ModelUnstandardizedCoefficients

StandardizedCoefficients t Sig.

B Std.Error Beta(Constant) ‐4.758 2.925 ‐1.626 .106LaborSalary .150 .233 .051 .643 .521LaborProductivity .224 .043 .431 5.217 .000Capital .021 .033 .052 .659 .511DependentVariable:TheNumberofLabor

Based on the results of the F test

(simultaneously) an Fcount of 14.046 isobtained while the Ftable in a significance

level of ȣ = 5% is as large as 2.67. Thisshoes that Fcount>Ftablewith a significancelevel of 0.0001. So it is able to be declared


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that wage (X1), production values (X2) andlabor capital (X3) simultaneously influenceabsorption to labor absorption (Y) in small

business enterprises for the food andbeverages sector in Aceh Province.

Tabel8.ANNOVA

ModelSumofSquares

df MeanSquare F Sig.

Regression 7.428 3 2.476 14.046 .000a

Residual 25.560 145 .176 Total 32.988 148 a. Predictors:(Constant),Capital,Laborsalary,LaborProductivityb. DependentVariable:TheNumberofLabor

Basedonanalysis,resultsacoefficient

determination (R2) as large as 0.225 isobtained. Thismeans that changes as largeas 22.5% in dependent variables (laborabsorption) is able to be explained bychangesinthewagelevel,productionvalue,

andbusiness capital factors.While the restwhich is as large as 77.5% is able to beexplained by other factors outside of theresearch variables such as the aboveexplanation.

Table9.CorrelationCoefficient

Model R RSquare AdjustedRSquare Std.ErroroftheEstimate1 .475a .225 .209 .41985a. Predictors:(Constant),Capital,Laborsalary,LaborProductivityb. DependentVariable:TheNumberofLabor

The Influence of Production Values toLaborAbsorption

The amount of the regressioncoefficientof theProductionValue is0.224hasameaningthatifthisvariableincreases1%, laborabsorptionwill increaseasmuchas 0.224% with the assumption that othervariables are constant. So the relation ofproduction value with labor absorption ispositiveandinfluencessignificantlytosmallbusiness enterprises for the food andbeveragesectorinAcehProvince.

This significant influence contains afurther understanding that productionvalues in small business enterprises in thisfoodandbeveragesubsector influences thesmall businessmen party to determine thenumberoflaborthatareusedinproduction.Whilethepositiverelationinthisregressionresultshowsthatifproductionvaluesraise,thenumberoflabor,neitherlaborthathaveskill nor less skilled labor that are used inthe production process will alsoincrease,because an increase in productionvaluesreflectanincreaseintotalproductionwith the assumption that the price ofproducts are still fixed. In accordancewith

the theory that for increasing output anincreaseintheinputthatisusedisneeded,inthiscontext, it is labor.Sothehigherthelabor productivity, the higher the total ofgoods produced with the assumption thatother production factors are fixed, theproductionvaluewillalsoincrease.

In accordance with the research ofAdrianto (2013) that implemented aresearch about factors that influence laborabsorption in small business enterprises inMojokerto Regency shows that productionvalue is a factor that influences laborabsorptioninsmallbusinesses.The Influence of Labor Salary Levels toLaborAbsorption

Resultsof research to the laborwagevariable(X1)atcountvalueaslargeas0.643isobtained,while the ttablevalue isas largeas1.976.Thisresultshowsthattcount<ttablewitha significance level of 0.521. Thereforestatistical count results show that partiallythe labor wage variable (X1) does notinfluence significantly to the absorption oflaborinthefoodandbeverageindustry.


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Thisinsignificantrelationiscausesbythe partial labor in the food and beveragesector in Aceh Province are householdbusinesses, generally the labor consists offamilyelementsthatwilldrivetheindustryin the food and beverage business, otherthan that, food and beverage industrybusinessmen in Aceh pay salary based onthe production and productivity of labor,the more productive, the greater theirincome. This is the cause why salary areinsignificant to labor absorption in Aceh.Thensmallbusinessenterprisesinthefoodand beverage industry in Aceh Province iftheyconvert intomanufacturing industries,there will be an influence between laborabsorptionandwagelevels.The Influence of Business Capital toLaborAbsorption

The amount of regression coefficientof business capital is 0.021 with asignificance level of 0.511 or greater than0.05 which means that the value does nothaveasignificancebetween theadditionofcapital with labor absorption in food andbeveragesmallbusinessenterprisesinAcehProvince.

Showing that small businessenterprises in the food and beveragesubsector in Aceh Province, laborabsorption is not influenced by capitaladdition,becausecapitaladditionismoreinthe effort of total production increasethrough the addition of raw materials,machine and technology usage comparedwith the usage of labor, for changing theways of production to a more moderndirectionforincreasingtotalproductionandlaborproductivity.

IV.CONCLUSIONBased on analysis results of factors

that influence laborabsorption in thesmallbusiness enterprise sector in the food andbeverage industry inAcehProvincewe areable to summarize that: (1) Indonesianlabor productivity competitiveness is insixthplace.Thecause isbecauseof the lowlevelsofeducationandtraining,theaveragewage is also very low, (2) Analysis resultsabove show that production values

influencelaborabsorptioninsmallbusinessenterprisessubsectorfoodandbeveragesinAceh Province, yet production valuesinfluence positively to labor absorption insmall business enterprises for food andbeverages in Aceh Province. However thelevelofwageandcapitaldoesnotinfluencesignificantly to labor absorption in smallbusinessenterprisesforfoodandbeveragesin Aceh Province, (3) For increasing theabsorption of labor in Aceh Province,whathas to be done is to increase businessproductionvalues,becauseofthatagrowthitthefoodandbeverageindustryisneededto increase labor absorption throughinvestmentincreases,cheapcreditawardingin small business enterprises and theexpansion of the production market soproductionvaluesareabletoincrease.REFERENCESAmriA.2007.TheInfluenceofInflationand

EconomicGrowth to theUnemployedin Indonesia. Jurnal Inflasi danPengangguran.

Adrianto Rizky. 2013. Analysis of Factorsthat Influence Labor Absorption inSmallBusinessEnterprises(CaseStudyin the Rambak Chips Industry inBangsal Village, Bangsal District,MojokertoRegency)

BPS. 2010. SmallBusinessEnterprises. BPS:Jakarta.

BPS. 2015. Social Economic Data, 60thedition.BPS.:Jakarta.

BPS.2015.SocialandEconomicsoftheAcehPeopleBPSAceh:AcehProvince.

Dumary, 2001. Perekonomian Indonesia.Airlangga.Jakarta

(ILO), 2015. ASEAN Cummonity 2015. ILOandADB.Bangkok,Thailand

MulyadiS. 2003. Ekonomi Sumber Dayamanusia dalam PerspektifPembangunan. PT. Raja GrafindoPersada:Jakarta.

Partomo TS, Soejoedono AR. 2004.EkonomiSkala Kecil/Menengah danKoperasi.GhaliaIndonesia:Jakarta.

SukirnoS.2005.MikroEkonomiManajemenSDM, Ketenagakerjaan. Graha Ilmu:Yogyakarta.


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VOCATIONALTEACHERROLEINPREPARINGSTUDENTSINTHEASEANECONOMICCOMMUNITYERA

Hasanah;MuhammadYahya;MuhammadNasirMalikFacultyofEngineering,UniversityofMakassar

[email protected];[email protected];[email protected]

ABSTRACT

Teachers have a role and responsibility of preparing students to face the era of the ASEANEconomicCommunity (AEC). Currently it takes creativepeoplewho can live independently andalwaysready for change. Creative people are required to realize the nation's character is tough and ready tocompete with the changing times. Roles and responsibilities of vocational teachers should be moredynamicandcreativeindevelopinglearning.Therefore,theroleofMasterCoursesinpreparingqualifiedstudents is needed. Therefore, vocational teachermust have a number of capabilities, namely: (1) as aplannertopreparethelearningprocess;(2)astheexecutorshouldbeabletocreateapleasantlearningsituations,beagoodfacilitator,motivator,initiator,anddirectoroflearningactivities;(3)asanappraiserwhomustcollect,analyze,interpretandultimatelymustgivedueconsiderationtothelevelofsuccessofthelearningprocess,basedondefinedcriteria.Rolesandresponsibilitiesofvocationalteachersshouldbemoredynamicandcreativeindevelopinglearning.LearningparadigmchangesfromTeachertoStudentCentre Learning encourages studentsmore active, independent, creativity appropriate development oflearners. Teacher's Role in the Student Centered Learning approach is as a motivator, facilitator, andinspiration.Keywords:vocationalteacher,creative,motivator,facilitator,inspiration.I. INTRODUCTION

Thiscurrenteraofglobalizationbringsnew phenomenon, namely competition incooperation. Various goods that themarketis a product of the cooperation arecomplementary and mutually beneficialinter‐state, inter‐industry of variouscountries. One challenge is the quality ofhuman resources (HR) to compete.Therefore, educational institutions mustinnovate so that graduates are able tocompete in the era of the ASEAN EconomicCommunity (AEC). Based on the StrategicPlanoftheMinistryofEducationandCulture2015‐2019 the achievement of HumanDevelopment Index (HDI) Indonesiaexperienced an increase in ranking fromnumber 128 to 124 out of 185 countries.However, when compared to ASEANcountriessuchasSingaporewhichisranked9, 62 rankings Malaysia and BruneiDarussalam ranked 30th, means thatIndonesia isstill farbehind.The lowqualityof human resources (HR), narrowing thespace for Indonesian workers. The datashowed the decline in the competitivenesspositionofIndonesianworkerscomparedto

workers from Asian countries. LaborconditionsinIndonesiaisstillcoloredbythehigher unemployment rates, for educationalinstitutions continue to add graduates jobseekersisnotthecreatorofthework.

One strategy to increase humanresources(HR)isthrougheducation,aswellas theVisionofNationalEducation,namely:Article 3 of Law No. 20 Year 2003 onNational Education System, that "Therealization of the education system as asocial institution that is strong andauthoritative to empower all Indonesiancitizens develop into a human quality socapable and proactive answer the ever‐changingchallengesofourtime".

The era of globalization anddevelopment of information technology hascaused changes very fast in all areas.Limitationofregions,languagesandculturesare increasingly thinner, and accessinformation more easily lead to knowledgeand expertise gained one becomes quicklyobsolete. Increasingly intense competitiondue to globalization and the economicconditionsfacingmanydifficulties,especiallyin Indonesia, human resources requires a


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creative, independent,entrepreneurialspiritand leadership. Education emphasizingonlyontheprocessofknowledgetransferwasnolonger relevant, because it will producehumanresourceswhomaster thescienceofthe past,without being able to adapt to theneedsofthepresentandthefuture.

Vocational education and training asthekindofeducationthatpreparesstudentsto enter the workforce will be able tobecome a learning partner of thegovernment in reducingunemployment andevenproducehumanresourcesproductiveifmanaged productively. Vocational HighSchool(VHS)themainobjectiveofsettingupa skilled workforce, professional, anddisciplined in accordancewith thedemandsof the working world. Interest is listed inEducationLawarticle15whichsaysspecialpurpose VHS is to prepare students tobecome productive human beings, able towork independently, to fill vacancies thatexistinthebusinessworldandtheindustrialworld as a middle‐level manpower inaccordance with competence in the skillsprogramchosen,oneattempttodothisistoimprovethequalityoflearning.

A paradigm shift in the learningprocess that had been centered on theteacher (Teacher Centre Learning) becentered learning on the learner (StudentCentre Learning) is expected to encouragestudents to be actively involved in buildingtheknowledge,attitudesandbehavior.Intheprocess of the Student Centre Learning,learners have the opportunity and facilitiesto build their own knowledge, so that theywill gain a deep understanding, and

ultimately to improve the quality ofgraduates.

The learning process Student CentreLearning can improve the quality of humanresources required by the community suchascreativity,leadership,self‐confidence,self‐reliance, self‐discipline, critical thinkingability to communicate and work in teams,technical expertise, and global insight to beable to adapt to changes and developmentsscience and technology. With the changingtimesandturnaroundtime,thefutureofthenation depends on the condition of theyounger generation today. Roles andresponsibilities of teachers to preparestudentsfacetheeraoftheASEANEconomicCommunity. Currently it takes creativepeople to live independently and be readyfor change. Creative people will realize thenation's character is tough and ready tocompetewiththechangingtimes.Therefore,the role of Master Courses in preparingqualifiedstudentsisneeded.

II. RESULTANDDISCUSSION2.1. LearningParadigmShift

A change of paradigm in learningshould receive serious attention from allplayers ineducation,especiallyteachers.As,on theNationalEducationStandardsNo.32of2013statesthat:"Theprocessoflearningin the educational unit organized in aninteractive,inspiring,challenging,motivatingthe students to actively participate andprovide enough space for innovation,creativity, and independence in accordancewiththeirtalents,interests,andphysicalandpsychologicaldevelopmentoflearners.

Table1:ChangesParadigmLearning

No ASPECT TeacherCentreLearning StudentCentreLearning

1 KnowledgeKnowledgeisseenassomethingthat is so, just move (transfer)fromtheteachertothelearner

Knowledge is the result of construction(formation) or transformed from someonewholearned

2 LearnReceive knowledge (passivereceptive)

Learning is finding and constructing(forming) active knowledge and specificway

3 Teacher

Teach Facilitate,motivate,andinspireDeliveringknowledge(usuallyclassical)

Participatewithlearnersbuildknowledge

Runninganinstructionthathasbeendesigned

Running various strategies which helplearnerstolearn

(Source:LPPUNS,2010)


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Thusanyeducationalinstitutiondoing

the learningplan the implementationof thelearningprocessandlearningassessmenttoimprove the efficiency and effectiveness ofthe achievement of competencies ofgraduates (PP No. 32 of 2013). A paradigmshift in the learning process which initiallycentered on the teacher (Teacher CentreLearning) into the learning centered on thelearner (Student Centre Learning) isexpected to encourage students to beactively involved inbuilding theknowledge,attitudes and behavior. Change of paradigmin learning from Teacher to StudentCentered Learning Centre Learning viewedfromseveralaspects,canbeseeninTable1.

Paradigm shift learning from TCL toSCL can change the quality of education inIndonesia. This paradigm shift is not tomention how teachers teach well, but howstudents learn best. Teacher as facilitatorandmotivator in learning has an importantrole in creating high quality graduates.Education requires accordance ininnovationswiththeprogressofscienceandtechnology give birth to beings who areintelligent, creative, skilled, responsible,productive, independent and noblecharacter. The changing learning conceptfrom TCL to SCL implications for theimprovement of the quality graduates.Changethatparadigm,canbedescribedasinFigure1below:

Figure1:Changethelearningparadigm

2.2. StudentCentreLearning(SCL)

Understanding Student CenteredLearning(SCL)isalearningprocessthathadfocused on the teacher to be a learningcenteredonthelearner(learnercentered)isexpected to encourage students to beactively involved inbuilding theknowledge,attitudesandbehavior.Throughtheprocessof learning that learners are activelyinvolved,meansthatteachersnolongertakethe right of a student to learn(http://www.psychologymania.com/html/akses2/12/2015).

InnovativemethodslearningSCLhasavariationmodeloflearningthatrequirestheactive participation of the learner. Suchmethods include the following: (a) Sharinginformation (Information Sharing) by:

brainstorming, cooperative, collaborative,group discussion, panel discussions,symposia, and seminars; (b) Learning fromexperience (Experience Based) bymeans ofsimulation, role play, games; (c) Learningthrough Problem Solving (Problem SolvingBased) by: The case studies, tutorials, andworkshops. SCL based learning requiresactive learners, as well as discussions withthe teacher as a facilitator if difficulties.Activelearnersareexpectedtofosterasenseof creativityof learners (RezaRindyAntika,2014:254).

Through the application of SCLlearnersmustparticipateactively,constantlychallenged to have a critical power, able toanalyze and solve its own problems. Thechallenge for teachers as a learning


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companion, to be able to apply the learningcenteredon the learnerneed tounderstandthe concepts, mindset, philosophy,commitment methods and learningstrategies. To support the teachercompetencyinthelearningprocesscenteredon learners will require an increase inknowledge, understanding, expertise, andskills of teachers as facilitators of learning.RoleofTeachers ina shift fromtheoriginallearnerteacher(teacher)becomefacilitators(Dimyati, 2009). Illustration with SCLapproachessuchasFigure2).

Figure2:ApproachtoStudentCenteredLearning

Student Centered Learning has the

potential to encourage students to learnmore actively, independently, in accordancewith thedevelopmentof learnerswhoneedto be guided in order to continue thedynamic and have a high level ofcompetence. Some learning model SCL,namely: (a) Small Group Discussion (SGD);(b) Role Play and Simulation; (c) DiscoveryLearning; (d) Self‐Directed Learning; (e)Cooperative Learning; (f) ContextualLearning(CTL);(g)ProblemBasedLearning(PBL);(h)CollaborativeLearning(CBL);and(i) Project Based Learning (PBL). Selectionof the learningmodel, adapted to the givenlearningmaterial,but forvocational schools(VHS) particularly productive subjects, thenthe appropriate learning models, amongothers:(a)ContextualTeachingandLearning(CTL); (b) Problem Based Learning (PBL);and (c) Project Based Learning (PBL) or acombination of several models. The role ofvocational teachers should be able toinnovate in selecting the model and orlearningmethods.

2.3. ContextualTeachingandLearningAccording to Sagala (2010: 86) that a

contextual approach (Contextual Teachingand Learning) abbreviatedCTL is a conceptof learning that help teachers link betweenwhat is taught with real‐world situationslearners and encourages students to makeconnections between the knowledgepossessedbytheapplicationintheirlivesasa member of the family and society.Therefore, theoutcome is expected tomoremeaningful learning and learning processtakesplacenaturallyintheformofactivitieslearnersworkandexperience,notatransferofknowledgefromtheteachertothelearner.

Furthermore, according to Kunandar(2007: 293) that a contextual approach(CTL) is a concept study assume thatchildrenwill learnbetteriftheenvironmentis created naturally, meaning that learningwillbemoremeaningfulifthechild's"work"and "experience" itself what he learned ,open just "know". Learning is not just atransfer of knowledge from teacher tostudent, but how the student is able tointerpret what he learned. According toElaine B. Johnson (2010) that a contextualapproach has seven major components,namely: (1) Constructivism; (2) inquiry; (3)questioning); (4) community learning; (5)modeling; (6) reflection; and (7) authenticassessment.

Learningmoremeaningful if the childhas what he learned, not knowing (Sagala,2010:87).Target‐oriented learningmasteryofthematerialproventobesuccessfulinthecompetition since in the short term,but failto provide children solve problems in thelong‐term life. The step‐scarcity contextuallearningasfollows:First, constructivism, namely the learningphase begins with an exploration ofknowledge and experience that has beenownedby thestudents, fromwhathasbeenseen, heard, or experienced by previousstudents. Develop the idea that childrenlearn inamoremeaningfulmannerhisownwork, find themselves, and construct theirownknowledgeandnewskills.Second, find the (inquiry), which isconducting inquiry directly related tolearning materials. For example, how is todevelop an entrepreneurial spirit or


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observing the behavior of a successfulentrepreneur.Third, ask (questioning), which developinquisitive learners to ask questions. Orusing the key question, such as: how todevelopnewbusiness.Fourth, learning community the discussiongroup. Students were asked to discuss ingroupseach, andmakeanoteof the resultsof field observations, constraints, acomparative study of theirworkwith othergroups, and the techniques used.With suchdiverse study groups they will learn fromeach other. Furthermore, representatives ofthe groupwere asked tobrieflypresent theresults of their discussion. Teacherssummarizeandconcludealltheresultsofthediscussioninthemeeting.Fifth, create a model (modeling), whichpresentthemodelasanexampleoflearning.For example, a successful entrepreneurpresented to explain the success tips tryingthem. Selection models should also beadjusted with the material and majors thatare in the travel learners. Furthermore,studentsproduceawork,either in the formofideas,goods,orservices.Sixth, reflection (reflection),which is at theend of the meeting students were asked toreflectorappreciatethelearningexperience,both orally and in writing in the form of abrief. Comments learners can be used toimprovethequalityoflearning.Seventh,authenticassessment,thelaststepis to conduct assessments (evaluations)actual (authentic assessment) in variousways,namelyportfolioassessmentwork,theattitude of learners during groupwork, thelevel of creativity and innovation, andperformanceassessment.

2.4. ProblemBasedLearning

Life is synonymouswith trouble. Thislearning model to train and develop theability to solve the problem of authenticproblem oriented than the actual life of thestudents, to stimulate high‐level thinkingskills. Conditions that remain to bemaintainedisaconduciveatmosphere,open,negotiation, democratic, comfortable andpleasant atmosphere so that learners canthinkoptimal.

Indicators of this model are: theelaboration (analysis), interpretation,induction, identification, investigation,exploration, conjecture, synthesis,generalization, and inquiry. With thismethod teacher should: (1) Stimulate thetaskof learningwithavarietyofalternativemethodsofsolvingproblems(2)afacilitatorand motivator. While learners (1) Learningtodigorsearchforinformation(inquiry),aswell as capitalize upon the information tosolve the problems being faced factual, (2)analyzingtheproblem‐solvingstrategies.

2.5. ProjectBasedLearning

This learning method is to provideproject tasks that must be completed bylearnerstofindthesourcehisownoflibrary.With this method Teachers must, (1) toformulate the task and the process ofcoachingandassessment,(2)Asafacilitatorand motivator. While learners (3) Workingon assignments that has been designed tosystematically (4) shows the performanceand be accountable for the work of theforum.

Vocational Teacher's Role in theProcess of Learning Teachers according toLawNo. 14 of 2005 explains that "teachersareprofessionaleducatorswith theprimarytask of educating, teaching, guiding,directing,train,assess,andevaluatestudentson early childhood education, formaleducation,primaryeducationandsecondaryeducation. "Newdevelopments to the viewsof teaching and learning consequences forteacherstoimprovetheroleandcompetenceforteaching,learningandlearningoutcomesof students are largely determined by theroleandcompetenceofteachers.Competentteachers will be able to create an effectivelearning environment and manage theclassroomsothatthestudyofstudentsattheoptimumlevel.

The quality of teaching good, it willproduce good learning outcomes anyway.Rusman (2012: 148) in the learning systemteachers are required to be able to selectappropriate learningmethods,able toselectand use learning facilities, capable ofselecting and using evaluation tools, able tomanagelearningintheclassroomandinthelaboratory, mastering the material, and


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understand the character of participantslearners.Oneof thedemandsof the teacheris able to select appropriate learningmethods to teach. If the teaching methodsteachersuseitrightthentheachievementoflearning objectives would be more easilyachieved, so that the value of masterylearning learnerswill increase, interest andmotivationoflearnerswillalsoincreaseandwillcreateapleasantlearningatmosphere.

According to the Vienna Sanjaya(2007: 2) that one teacher has a veryimportantroleamongothers:(1)theteacheras a learning resource; (2) the teacher as afacilitator;(3)theteacherasamanager;(4)theteacherasdemonstrator;(5)teachersasmentors; (F) the teacher as motivator; and(g) the teacherasevaluator.However, in itsdevelopment approach Teacher CenteredLearning (TCL) no longer correspond towhat happened in real life. TCL is anapproachthatratedlookedalllearnersalike.For some conditions TCL activity is alreadypretty good, but when dealing with theconditions of learners who have a differentcharacter, then this paradigm is no longerappropriateapplied.

The learning process that occursshould use constructive approach, whichemphasizeslearningprocessthatlearnersinthe learning process must be activelyconstruct knowledge individually and notjusttakeitforgrantedtheknowledgegained(Elaine B. Johnson, 2010). SCL learningapproachemergedasanalternativelearningapproach toaddress issuesmismatchesTCLapproach. In the SCL approach to learning,teachersmustbeabletoperformtheirroleisnotonlyasateacher,butalsoasamotivator,facilitator and innovator. Teachers are notonlyrequired to teachonly inclassbutalsoactively assist learners to solve the currentproblems of students experiencingdifficultiesinthelearningprocess.

Vocational Teacher role in preparinglearners facing the era of the ASEANEconomicCommunity,especiallythroughthelearning process should be based on theNational Education Standards.RegulationoftheMinisterofEducationandCultureNo.65of 2013 on the Standard Process PrimaryandSecondaryEducation,mandatesthattheprocess of learning in the educational unit

mustbeheldinaninteractive,inspiring,fun,challenging, motivating the students toactively participate and provide enoughspace for the initiative, creativity, andindependence in accordance with theirtalents, interests, and physical andpsychological development of learners.Therefore,thestandardisaguideline,orthesteps of learning in the classroom to beimplemented by teachers, with the hope oflearning process can be both effective,efficientandinnovative,sothatthe learningobjectives and criteria of competence ofgraduates can be achieved perfectly. Thus,the role of vocational teachers willdeterminethequalityoflearners.

III. CONCLUSIONBasedonstudiesthathavebeendescribed,itcan be concluded several things, including:(1) The role of vocational teachers inpreparinglearnersisneededintheeraoftheASEANEconomicCommunity,(2)Vocationalteacher must have the ability to plan,implement and evaluate learning, so thatlearners can develop their potential to themaximum, (3) Student‐Centered Learninghas the potential to encourage students tolearn more actively, independently, inaccordance with the rhythm of learning ofeach, according to the development oflearners, and learners need to be guided inorder to continue the dynamic and have ahighlevelofcompetence,(4)Teachersintheteaching approach Student‐CenteredLearning should be able to carry out theirrole is not only as a teacher, but also as amotivator,facilitatorandinnovator.

REFERENCESBadan Standar Nasional Pendidikan . 2010.

Paradigma Pendidikan Nasional AbadXXI.Jakarta:BNSP

Diknas. 2013. Peraturan PemerintahNomor32 Tahun 2013 tentang StandarNasionalpendidikan(SNP).Jakarta

Dimyati. 2009. Belajar dan pembelajaran.Jakarta:RinekaCipta

Johnson, Elaine B. (2010). Contextualteaching and learning:What it is andwhyit’sheretostay.California:CorwinPress,Inc.


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Kemendikbud. 2015. Rencana StrategisKementerian Pendidikan danKebudayaanTahun2015‐2019.Jakarta

Kunandar. (2007). Guru Profesional:Implementasikurikulumtingkatsatuanpendidikan (KTSP) dan sukses dalamsertfikasiguru.Jakarta:PTRajagraindoPersada.

Panen, P, Mustafa D & MestikaSekarwinahyu.(2001).Konstruktivismedalam pembelajaran. Jakarta: PAU‐PPAIUniversitasTebuka

Permendikbud. 2013. Peraturan MenteriPendidikanDanKebudayaanRepublikIndonesia Nomor 65 Tahun 2013Tentang Standar Proses PendidikanDasarDanMenengah

Reza Rindy Antika. 2014. ProsesPembelajaran Berbasis StudentCenteredLearning (StudiDeskriptifdiSekolah Menengah Pertama IslamBaitul ‘Izzah, Nganjuk). JurnalBioKultur, Vol.III/No.1/Januari‐Juni2014,hal.251‐265

Rusman. (2012).Modelmodelpembelajaranmengembangkan profesional guru.Jakarta:RajaGrafindoPersada.

Sagala. Syaiful. (2010). Konsep dan maknapembelajaran: Untuk membantumemecahkanproblematikabelajardanmengajar.Bandung:Alfabeta.

Sisdiknas. 2013. Undang‐Undang Nomor 20Tahun2003tentangSistemPendidikanNasional.Jakarta

Slameto. 2010. Belajar& faktor‐faktor yangmempengaruhi.Jakarta:RinekaCipta

Thompson, John F. (1973). Foundations ofvocational education: Social andphilosophical concept. New Jersey:Prentice‐Hall,Inc.

TimPekertiAA.2010.PanduanPelaksanaanStudent Centre Learning. UniversitasSebelas Maret: LembagaPengembanganPendidikan.

Wells, G. & Claxton, G. (2002). Learning forlife in the 21 st century. Malden, MA:Blackwell.

WinaSanjaya(2007).StrategiPembelajaran.Jakarta:Kencana


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TEACHERSQUALIFICATIONFORVOCATIONALEDUCATIONANDTRAININGPROGRAM

INHEAVYEQUIPMENTSECTORS

Moch.BruriTriyono,AchmadArifin,NurHasanahFacultyofEngineering,YogyakartaStateUniversity

[email protected]

ABSTRACT

ThispaperaimstodescribethequalificationofteachersortrainersintheVocationalEducationand

Training Program in Heavy Equipment Sectors. Data were collected through interviews and directobservation to vocational and heavy equipment industries in the island of Java and Kalimantan. Dataanalysisusedisdescriptivequalitativeapproach.Theresultshowedthat:(1)informaleducation(SMK),educatorsmusthavetheacademicqualificationofatleastS1fieldsofautomotiveormachinery,capabilityofheavyequipmentincludingthebasictechnicaltraining/basicmechanic,engineintermediate,electricaltraining,hydraulicsystemandpowertrain.Technicaltraininginheavyequipmentorworkexperienceinthe industry is a plus, (2) in non‐formal education (training center industry), trainersmustmaster thematerialandbasiccompetenciesforheavyequipmentmechanics,whichissimilartothecertificateIIIformechanical, electrical and fabrication technicians and also has the ability to teach and completed thetrainingprogramfortrainersorcertificateIVfortrainingandassessment,(3)thereisaneedtodevelopqualificationsandcompetenciesforheavyequipmenteducators,whichinvolvesSMK,industry,universityandthegovernmenttoacquirethecompetenceofvocationalgraduatesthatarerelativelythesameasthegraduatesofmechanicstrainingorganizedbyindustry.

Keywords:teachersqualification,educationandvocationaltraining,heavyequipmenttechnicaltraining,heavyequipmentmechanics.

I. INTRODUCTION

Heavy equipment utilization isincreasing in the mining and constructionindustry.Thissituationleadstotheneedsofthe Human Resources (HR) with thecompetence of maintenance and repair ofheavy equipment has increased in terms ofbothquantityandquality.Heavyequipmentinquestionisalarge‐sizedmachinedesignedto perform functions such as earthworkingand moving building materials. Heavyequipment generally consists of fivecomponents, namely implements, traction,structure,powersourceanditstransmission(power train), and the control system(https://id.wikipedia.org).Heavyequipmentholds a significant factor in projects,especially those dealing with construction,mining and other large scale activities.Rostiyanti (2008: 1) explains that thepurposeofheavyequipmentutilizationistoenable people to have the works done, sothat the expected results can be achievedmore easily with a relatively shorter time.Heavy equipment that is commonly used in

construction projects, among others: (1)dozer, (2)excavatorsuchasbackhoes, frontshovels, clamshell, (3)aconveyancesuchasloader, truck and conveyor belt, (4) rollergroundsuchasrollerandcompactor.

Efforts to support the fulfillment ofhuman resources in question need to bedone in various ways, namely non‐formaleducation undertaken by an industry in theformofatrainingcenterorformaleducationsuch as vocational schools (SMK),Polytechnic, and University. HR needs inheavy equipment areas such as mechanicsand operators continue to increase everyyear.ItisaspresentedbyAssistantDirectorofAcademicUTSchoolBustamamsyahDjalalthat HR need is in correlation with theincreasing heavy equipment sales in everyyear. However, the number of workers inheavy equipment business is quite limitedcompared to the existing needs.(http://www.medanbisnisdaily.com)

One of the obstacles encountered inpreparing the human resources, especiallyheavyequipmentmechanicsandoperatorsis


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the availability of professional educatorswhosequalificationsandcompetencecanbeaccepted by the industry as the employerand administratively recognized by thegovernment in accordance with theapplicable legislation. Jalal and Mustafa(2001) describes the results of studies thatteacheristhemainfactorthatcandeterminethe success of the educational process inwhich it can be seen from the students’learning achievement. Eligible teachersprovide a significant contribution inimproving the quality of the educationalprocess such as curriculum reform,development of instructional media andapplicationoflearningmethods.

Regulation of theMinister of NationalEducation No 16 in 2007 states that ateacher shall have academic qualificationsandcompetencewhich includespedagogicalcompetence, personal competence, socialcompetence, and professional competenceacquiredthroughprofessionaleducationandintegrated in teacher performance. Anandaetal(2010:65)mentionthatteachersholdastrategic role in education. Their study toSMK teachers with a field of industrialtechnology inallareasofMalangcityshowsthat themajority of teachers (78.77%)withcertified educators have a good pedagogicalcompetence, 78.38% have a good personalcompetence, 77.42% have a good socialcompetence, and 76.95% have a goodprofessionalcompetence.

ArifRahman (2009:14) inhis studyexplains that the problem of improvingeligible teachers cannot be resolved simplyby providing sufficient salary and welfare,but it is also necessary to enhance andimprove the teachers’ competence. This iscrucial because science and technology isalwayschangingandevolvingrapidly,soitisnecessary for teachers to continue toimprove their professionalism hence theyareupdatedorevencreateanewengineeredtechnology for the benefit of widercommunities.

This paper is going to analyze thequalification of teachers/instructors invocational education and training programsin the field of heavy equipment bothorganizedby SMKand industry.The resultsof this analysis are expected to gain acomplete picture about the profile andcompetenceofvocationaleducatorsinheavyequipment field.Theseresultsarebeneficialas an input for the improvement ofcurriculum development in universities andtraining institutes to prepare educator/instructor candidates in engineeringmachine.II. METHOD

Data analysis employs qualitativedescriptive approach to the measures asproposed by Burhan Bungin (2003: 70), asfollows: (1)data collection,which is carriedout by observation or direct observation,interviews and document analysis, (2) datareduction,namelyelectoralprocessfocusingonsimplificationandtransformationofdatafromdatacollection,(3)datapresentation,adescription of a set of datawhich gives thepossibilityofdrawingconclusionsandtakingaction, (4) verification and conclusionassertion namely the interpretation of datatofindthemeaningofthepresenteddata.

The population sample is partiesinvolved and interested in theimplementation of education programs andvocationaltrainingfieldofheavyequipment,namely: SMK as education institutionsproducingmiddle‐levelworkers, a companyengaged in heavy equipment field, andcollegethatbecomesaplacetoeducateSMKteachers. The location of this sample groupspread across several cities in Java andKalimantan.III. RESULTANDDISCUSSION

Based on the results of directobservation and interviews and afterperformingdatareduction,theobtaineddataispresentedinTable1.

Table1Observationdataafterdatareduction

NO Institution LearningActivities Teachers’Qualification

1. SMKN1SingosariMalang

Learning activities are done by using ablock system. Compulsory learningresourcesaremodulesfromindustryandcombinedfromcommontextbooks.

Teacherswithabachelordegree inmechanical,automotive engineeringthathavereceivedtraininginheavyequipmentinPTTrakindoUtama


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NO Institution LearningActivities Teachers’Qualification

2. SMKBAKTIBANGSABanjarbaruKalimantanSelatan

Learningtheoryisdoneinschools,whilepractical lessons in schools andBanjarmasin UT Training Center. Thematerial is developed based on theresults of teacher training at TC UTBanjarmasin.

Teachers have a diploma degreefrom formal education and workexperience in an industry or abachelor degree; a certificate ofcompetency of heavy equipmentfromanindustry.

3. SMKPGRIBanjarbaruKalimantanSelatan

Learning theory is done in schools andsometimes by inviting guest teachersfrom the industry. Practice learning isheld in school workshops and industrialworkshops.

TeachershaveDiplomafromformaleducation and a training certificateof a company, work experience inanindustryandintegrity.

4. SMKN5BanjarmasinKalimantanSelatan

The learning process is done in schools(both theoretical and practical).Instructionalmaterials refer tomaterialsfrom industry which is obtained byteacherswhojoinindustry’straining.

Teachers have a bachelor degreefrom formal education or acompetency fromheavyequipmenttraininginanindustry.

5. SMKN1BalikpapanKalimantanTimur

Theory and practice is done in anintegrated way and later validated byteachersasarequirementtojoinindustryworkpractice.

Teacherswithabachelordegree inmechanical / automotiveengineering and teachers in acombined class have receivedtraininginTrakindo.

6. TrainingCenterPTUnitedTractorsCabangBanjarmasin

Trainingforallnewmechanicsisheldfor1year(4monthsoftheoryandpracticeatUT School, 8 months internship in aprojectsite).Thedevelopment(advancedtraining) is given in each competencyaccording to the interests and talents ofeachmechanic

Instructors shall master thematerial and basic competence ofmechanics and receive training fortrainers and other supportingtraining to improve their teachingabilities.

7. TraningCenterPTThiessContractorsIndonesia

Apprentice program is held for 8 blocks@ 6 months. Material: Basic mechanicawareness, mandatory material fromThiess,tradestream,andspecialistunits.

Instructor qualification criteria areestablished in accordance with CQUniversity, Cert IV for training andassessment.

Table 1 shows that learning activities

in the field of heavy equipment engineeringare conducted in two lines of educationnamely, formal education from vocationalschools (SMK) and non‐formal educationfrom training center in the industry. SMKorganizes heavy equipment educationprograms and the industry also conductstraining in the field of heavy equipment topreparemechanicsandoperatorspersonnel.Chairman of Heavy Equipment EngineeringProgram in SMK Negeri 1 Singosari Malangmentions the heavy equipment learningprocess is carried out using a block system.Compulsorylearningresourcesshallemploymodules from industry and learningresources from common text books.Students’ evaluation is carried out byassessors from schools and an industry.However in some vocationalrespondents/other observation objects,

there is a small difference in the learningprocess which is carrying out theory andpractice in an integrated in schools byteachers. During the education programstudents are required to join industryworkpractice for varying periods of about 2 to 6months.

The data observation also shows thattraining programs in industries are moreintensive and specific. Paimin (TrainingCenter United Tractors) states that tobecomeanewmechanicinPTUT,vocationalgraduatesshalljoinanintensivetrainingfor1 year (4months of theory and practice inthe UT School workshop, 8 months ofinternship in a project site). Furthermore,Alusiyansyah explains that the trainingprogram foraspiringmechanic inPTThiessIndonesia is in the form of an Apprenticeprogramconductedfor8blocks@6months


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inworkshops training center andPTThiessprojectsite.

One significant component whichsupports the heavy equipment engineeringlearning process is educators both teachersin vocational schools and instructors inindustry training center. Qualifications ofeducators and instructors shall be relevantand aligned with the competencies ofgraduatesdefined.RegulationoftheMinisterof National Education of the Republic ofIndonesia No. 16 of 2007 on standard ofacademic qualifications and teachers’competence explains that any teachers oreducatorsshallhaveacademicqualificationsand competency standards that applynationally. Teacher competency standardsare developed from the four corecompetencies,namelypedagogy,personality,social,andprofessional.Thispaperdiscussesonly in terms of academic qualifications,pedagogical competence and professionalcompetence.Firstly,academicqualificationiseducation requirement that shall bemet byan educator as evidenced by diplomasand/or certificates of relevant expertise.Secondly, pedagogic competence is theability of teachers/educators in managingthe learning process, recognizing thelearners’ characteristics, mastering learningtheoryandprinciplesoflearning,andbeableto develop curriculum and instructionalmedia.Lastly,professionalcompetenceistheability of teachers or educators inparticipating in the development of sciencein accordance with the areas of expertisethat is always dynamic, developing withlearning and reflective action in masteringthelearningmaterialbroadlyanddeeply.

Paimin of Training Center UnitedTractors explains that an instructor shallmasterthematerialandbasiccompetenceofmechanic by joining the Training forTrainers and other supporting training toimprove the teaching abilities. In addition,Darmawan, an instructor coordinator in PTThiess training center elucidates that aninstructor shall have skills in heavyequipmentengineeringthatarerelevanttoacertificate III for mechanical, electrical andfabrication engineering, and qualify for acertificate IV for training and assessmentissuedbyCQUniversityAustralia.Bothonly

describe the requirements of the pedagogicand professional competence, but they donot describe the academic qualificationsrequiredtobecomeaninstructor.Otherdatareveals that the majority of industrialinstructorshaveabachelordegreebutsomeof them also have the educationalbackground of high school / vocationalschoolwithworkexperiences.

In general vocational teachers’qualification in heavy equipmentengineering fulfillsgovernmentrequirementwhich is a bachelor degree in automotiveengineering ormechanical engineering. It isin line with the explanation given by theChairman of the Heavy EquipmentEngineeringProgramSMKNegeri1Singosariand the explanation of the ChairmanHeavyEquipmentEngineeringProgramSMKNegeriBanjarmasin. Teachers also shall have skillsin heavy equipment engineering includingbasic technical training/basic mechanic,engine intermediate, hydraulic system andpowertrain, electrical training, andexperience of industrial training or workexperience. Teachers who teach industrialcooperation classes are required to have acertificate of training in heavy equipmentengineering from industry partner asexplained by the Head of SMK Negeri 1Balikpapan.

Table 2 presents a comparison of thequalifications and competency of vocationalteachers and training instructors in anindustry seen from the academicqualification factors, pedagogicalcompetence and professional competence.Table 2 defines that heavy equipmentengineering educator qualifications ofvocational teachers and instructors have incommon,buttherearedifferencesinqualitystandards in terms of academic, pedagogyandprofessional.Pedagogicalcompetenceofvocational teachers is not identifieddefinitively from the observation, but it canbeassumedthatthepedagogicalcompetenceis attached to their bachelor degree. This isbecause the provision of qualifications andcompetence of vocational teachers shall bebased entirely on the rules and regulationsset by the government,while the instructorqualification prefers achievement ofgraduates’competencies.


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Table2.Comparisonofthequalificationsandcompetenceofvocationalteachersandinstructorsofheavyequipmenttraining

NoQualifications/Competencies VocationalTeachers InstructorsinIndustry

1. Academic A bachelor degree in AutomotiveEngineering or MechanicalEngineering

There is no absolute requirement. (Abachelor degree or graduated fromvocational school with considerablefieldexperience)

2. Pedagogy Unidentified TrainingforTrainers Certificate IV (training &

assessment)3. Professional basic technical training /basic

mechanic intermediateenginesystem, intermediatehydraulicsystem, intermediatepowertrain, electrical&electronicsystem,

enginerebuild.

Safety ProductKnowledge Tools BasicMachineElement BasicDriving DieselEngine HydraulicSystem ElectricalSystem DirectDriveSystem TorqflowDriveSystem Steering&BrakeSystem FinalDrive&Undercarriage Axle,Wheel&Suspension BasicRemove&Install BasicMaintenance BasicTroubleShooting

PartBookReading

The relationship between the two,

wheretherearesimilaritiesanddifferences,in order to facilitate further understandingcanbedescribedasinFigure1below.

Figure1.Chartofqualificationsandcompetence

ofvocationalteachersandinstructors.

Optimal alignment between theeducator qualification for vocationalteachersand instructorscanbeachievedbyenlargingorexpandingsections intersectingin Figure 1 above. Vocational school party

and industry facilitated by the governmentandsupportedbythecollegeonthebasisofmutually beneficial cooperation canmake amutualagreementrelatedtothecompetencyexpanding. If the section is increasinglybroad, the qualification and competence ofvocational teachers and instructor arerelatively equal so that the graduates fromboth vocational and industrial trainingcenterhavetheequalcompetencystandards.

Thus vocational graduates who willwork in the industry only require a shortertraining to become a heavy equipmentmechanic as required by the industry. Theindustrywill bemore efficient in setting upnewmechanics recruitment fromvocationalfreshgraduates.Universitiesandcollegesareexpected to actively participate in positivecontribution to generate prospectiveprofessional vocational teachers in heavyequipment field. They shall be proactive toimprove and restructure the curriculum tobeabletoproducemorecandidateswhoareready to become a vocational teacher or aninstructor in the industry’s training center.

Qualifiicaton of Instructor in Industry

Qualification of Teacher in Vocational School

Intersection of Competence/ Qualification


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This line of thought to programs ofqualification and competence developmentof heavy equipment engineering educatorsasthedescriptionaboveisshowninFigure2below.

Figure2.Thepatternofdevelopmentofqualificationsandcompetenceofheavyequipmentengineeringeducators

Figure 2 illustrates that to gain theeducator qualification of heavy equipmentengineering as vocational teachers andinstructors in the industry requires aproactive and contributive cooperation ofeach stakeholder. Particularly universitiesshall open opportunities in accepting inputrelated to the improvement of thecurriculumandthelearningprocessinorderto adjust vocational and industrial needs.Curriculum improvements include theadjustment of professional scientificcompetence that is relevant to heavyequipment technology developments.Universities shall provide sufficient time forinternshipsorindustrypracticeforstudentsof heavy equipment engineering educationprogram.

Vocational teachers qualification inheavyequipment isdevelopedbasedon thepatternasFigure2aboveandisexpectedtoobtain outcomes as follows: (a) having abachelor degree in heavy equipment

engineering, mechanical engineering orautomotive engineering, (b) havinginternship experience or industry practicesor field experience in heavy equipment, (c)having more pedagogical expertise with acertificate of training and assessment, (d)mastering the ability and professionalcompetenceofheavyequipment,aslistedinTable11above.IV. CONCLUSION

Based on the result and discussionregardingtheeducatorqualificationinheavyequipment engineering can be summarizedas follows: (1) in formal education (SMK),educators shall have the academicqualification of at least S1 fields ofautomotiveormachinery,capabilityofheavyequipment Including the basic technicaltraining/basic mechanic, engineintermediate, electrical training, hydraulicsystemandpowertrain.Technicaltraininginheavy equipmentorworkexperience in theindustry is a plus, (2) in non‐formaleducation(trainingcenterindustry),trainersmust master the material and basiccompetencies for heavy equipmentmechanics,whichissimilartothecertificateIII formechanical, electrical and fabricationtechnicians and alsohas the ability to teachand completed the training program fortrainers or certificate IV for training andassessment, (3) it is necessary to developeducators’ qualifications and competenciesby involving parties from SMK, industry,universities and the government to acquirevocational graduates’ competence that isequaltoindustrytraininggraduates.REFERENCESB. Bungin. (2003). Analisa Data Penelitian

Kualitatif: Pemahaman Filosofis danMetodologis ke Arah PenguasaanModel Aplikasi. Jakarta: RajaGrafindoPersada.

F. Arif, A. Ananda, A. Mukhadis. (2010)Kinerja Guru Kejuruan BersertifikatPendidik Ditinjau dari StandarKompetensi Guru Profesional SesuaiUndang – Undang Nomor 14 Tahun2005. Jurnal Teknologi dan Kejuruan,Vol.33,No.1,pp.65‐80.


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J. Fasli. and M. Bahrudin (2001). EducationReform, in the Context of RegionalAutonomy: The Case of Indonesia.Jakarta: Ministry of NationalEducation.

Republic of Indonesia. (2007). PeraturanMenteri Pendidikan Nasional No 16tahun2007.Jakarta.

S.Rostiyanti.(2008).AlatBeratuntukProyekKonstruksi.Jakarta:RinekaCipta.

Thompson, John F. (1973). Foundations ofvocational education: Social andphilosophical concept. New Jersey:Prentice‐Hall,Inc.

Wikipedia. Alat Berat. https://id.wikipedia.org/wiki/Alat_berat wasaccessedon1August2016

(http://www.medanbisnisdaily.com). wasaccessedon1August2016


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INFORMATIONSYSTEMMODELOFSELF‐EVALUATIONEFFORTSTOWARDSWORLDCLASSTEACHERS'INSTITUTION

OFVOCATIONALEDUCATIONANDTRAINING

EdySupriyadiLecturerofFacultyofEngineeringStateUniversityofYogyakartaedy_supriyadi@uny.ac.id

ABSTRACT

In the era of Asean Economic Community, Teachers' Institution of Vocational Education and

Training(LPTK’s)aresupposedtoproducehighlycompetentandcompetitivegraduations.Otherwise,theteachers from Asean countries will overrun SMK’s in Indonesia. There is no Indonesian LPTK’s in thecategoryofworld‐classuniversities.LPTK’shavenoideawhataretherealproblems.Thedataasresultsofself‐evaluationsofaroffenlyareinaccurate,lesscomprehensive,obsolote,andnotwellmanagedyet.Asaresult,thedevelopmentandimplementationofprogramsoftenmissesandnotbringimprovedqualityand performance of LPTK’s. Computer‐based self‐evaluation (web based information system) is oneattempttoovercometheseproblems.Itisacollectionofhardwareandsoftwaredevicesaswellashumanthat will asisst in program development, implementation of self‐evaluation, data processing, resultsmanagementandutilization,andotherrelatedpurposes.Self‐evaluationsupportedbyinformationsystemis expected to improve the quality of LPTK’s toward world‐class university, not just for nationalacreditationpurposes.LPTK’sareneedstodevelopacomprehensiveandintegratedinformationsystemthatalignedwiththelevelofinformationsystemsatUniversities,Faculties,andDepartments.Thestepstodevelop and useweb‐based information systems of self‐evaluation towardworld class LPTK’s are: (1)prepare teamsof the information system, (2)develop information systemsanddevices,bothhardwareandsoftware, (3)develop implementationprogramsofselfevaluation, (4)conductcomputer‐basedselfevaluation, (5)manage the self evaluation results, (6) utilize the results of self‐evaluation for programdevelopment(national,regional,andinternational),and(7)implementprogramdevelopment.Keywords:informationsystemmode,self‐evaluation,LPTK’s,vocationaleducation

I.INTRODUCTIONImplementation of the free access

policyofgoodsandlaborinthecountriesofSouth East Asia (ASEAN EconomicCommunity/AEC)has implications formanyareas of life. ASEAN Economic Communityencourage the flow of investment into thecountry, increase the speedofmovementofpeople and capital. Enforcement of AECincreasethebargainingpowerpossessedbythepeopleindeterminingtheirchoiceofthemany products and services offered, and toimprovetechnologytransferfromdevelopedcountries to developing countries (MinistryofTrade,2014).

It has also implications for vocationaleducation. Vocational schools in Indonesianeed teachers who have competence in theglobal level. LPTK’s should graduatecandidates forvocationalhigh school (SMK)teachers who are competent and

competitive.Otherwise,teachersfromAseancountrieswilloverruntheSMKinIndonesia.

Higher educationquality in Indonesia,especially LPTK’s still needs improvement.Based on data from the NationalAccreditation Board of Higher Education byJanuary2016,only26 (0.66%)universitiesin Indonesia accredited institution A(Ariawan,2016).Mostuniversities are stateuniversities, especially those that have thestatusoflegalentity(BadanHukum).Intermof the world university rankings based onthe methodology for the Academic RankingofWorldUniversities, orARWU, since2009thereisnoLPTK’sinARWUrankings.Thereare only a few universities (non‐LPTK’s)which entered the ranking as a world‐classuniversity, including the University ofIndonesia, Bandung Institute of Technology,andtheUniversityofGajahMada.


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InorderforLPTK’stoplayasignificantrole,thedevelopmentLPTK’stowardworld‐class universities is very important.According to Jamil Salmi (2009), there aresome main aspects related to world‐classuniversities, among others: high‐qualityhumanresources,excels inresearch,qualitylearning; adequate financing sources;International students who are gifted;academic freedom; lecture supportingfacilities; research, management; andstudentlife.

Pertaining to quality, one of themainproblems frequently encountered LPTK’s isnot yet known exactly what kind of qualitystandards should be established, whatcomponents are still lacking, and how toovercomethem.EveryyearLPTK’sgenerallyconductaself‐evaluationofthepotentialanditsperformance,aswellastheopportunitiesthatwould be achieved. Self‐evaluation thathasbeendonesofartendtobelessdynamicandsustainablethatdevelopmentdataaboutthe internal state of the institution andexternal conditions can not be viewedaccurately and in real time. As a result,development and implementation ofprograms LPTK’s often missed and yetbringsimprovedqualityandperformanceofinstitutions significantly. Continuous self‐evaluation based computer is one way toovercometheseproblems.

II.METHOD

This study was conducted byreviewingtheliterature,eitherintheformofreferencebooks,researchjournals,examplesof information systems in college, and FGDwithcolleaguesintheFacultyofEngineeringUniversityofYogyakarta.Thestudyprovidessome ideas of the general informationsystemforself‐evaluationinLPTK’s.

III.RESULTANDDISCUSSION3.1.SelfEvaluation

StrategicPlanofDirectorateGeneralofScience&TechnologyandHigherEducation,yearperiod2015‐2019,amongothersrealizefive Indonesian universities included in thetop 500 in the world according to the QSWorldstandards,andincreasethenumberofhigher education that accredited A, andprovide incentives to college to become a

world class university. Law No. 12 of 2012on Higher Education confirmed theintegration of Quality Assurance of HigherEducation are in a system, the QualityAssuranceSystemofHigherEducation(SPMPT), which consists of Internal QualityAssurance System, External System QualityAssurance or accreditation, and a DatabaseHigherEducation.QualityAssuranceSystemofHigherEducation isa systemicactivity toimprovethequalityofhighereducationinaplannedandsustainable.

One of the components that areessential to the quality assurance system isself‐evaluation. According to Chapman andSammons(2013),self‐evaluationisaprocesstohelpimprovetheschoolorcollegethat iscarried out by the institution itself, andintegratedwithregularmanagementsystem.Self‐evaluation is a process relating tointernal assessment institutions (schools,universities, companies), collaborative,inclusive and reflective. Some fundamentalquestions relating to self‐evaluation, amongothers: How does the current condition oftheinstitution?Howdoweknowthis?Whatevidence do we have? What are ourstrengths? What aspects need to beimproved?Howcanwefixit?

Self‐evaluation is an attempt courses/collegestofindapictureoftheperformanceand the state itself through assessment andanalysis conducted by the study program/university itself regarding the strengths,weaknesses, opportunities, challenges,obstacles, even threats. Assessment andanalysis can be implemented by utilizingpeer expert from outside courses/colleges,so that self‐evaluation can be carried outobjectively(BANPT,2010).

Benefits of self‐evaluation, amongothers, to draw up a comprehensiveinstitutionalprofilewiththelatestdata,planand improve on an ongoing basis, andprepare to accreditation. Continuous self‐evaluation based computer is a process ofcollecting and processing data about thestate/condition and performance ofinstitutionsthataredesignedandcarriedoutinasystematic,computer‐based,sustainable,so that the evaluation results are dynamicandaccurate.


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According to the Regulation of theMinister of Education and Culture of theRepublicofIndonesiaNumber49Year2014,the National Standards of Higher Educationis the standard unit includes the NationalEducation Standards, coupled with theNational Standards Research, and theNational Standards Community Service.National Education Standards consist of:competency standards; learning contentstandards; standard learning process;learning assessment standards; standardlecturers and education staff; standards oflearning facilities and infrastructure;learning management standards; andfinancingstandardsoflearning.

Systemically, Universities consists ofseveral key components that interact witheach other. The main components are thecomponents that exist on the NationalStandards for Higher Education. Thesecomponents can be grouped into input,process, output, outcome, and impact. Selfevaluation conducted by reviewing thewhole system of courses/colleges, includinginputs, processes, outputs, outcomes, andimpacts (input, process, output, outcome,and impact). Feedback includes: vision andmission of study program; goals andobjectives; college student; humanresources; curriculum; facilities andinfrastructure; financing. Process, includes:governance; program management;leadership; learning process; academicatmosphere; research and service/communityservice.Output/results includes:graduates. Others output: researchpublications and research products in theform of patents, designs, prototypes,software, and so on. Impacts includes:information systems; system improvementandqualityassurance.3.2.InformationSystems

Information system according toAndreu, Ricart and Valor (Alcamí &Carañana, 2012) is a series of formalprocesses based data set according to theneeds of the organization/company for theimplementation of the management andcontrol of the company. The informationsystemisstronglyassociatedwiththeuseofcomputer technology. Information systems

related to the utilization of hardware andsoftware designed to transform data intoforms useful information for users.Computer based information system hasbeen developed to meet the informationneeds of a particular person or group ofpersons (for example, bank managers orcustomersofthebank)inordertoachieveapredeterminedgoal.Theinformationsystemisused tosupport theoverall strategyofanorganization, help to do what they want orchoose what to do (Cornford, M. Shaikh,2013). The information system is not just acomputerandsoftware,butalsopeoplewhooperate them. The information system is asocialsystemsupportedbytechnology.

Managementinformationsystem(MIS)isstructuredinformationanddocumentationsystematically to collect, store, process,analyze,reportanddisseminateinformationand data (UNESCO, 2009). There are fourstages of work on the MIS, namely datacollection, storage and processing of data,eitherinpaperorthroughcomputerrecords,data analysis, and utilization to enhanceanalytical results for the organization. Themanagement information system is acomputer‐based system that providesinformation to users as needed to supportthe achievement of the objectives of aninstitution. These systems can helporganizations, such as universities inintegrating the data, systematizing dataprocessing, and improving the quality ofinformation and the achievement ofobjectives.

One of the existing informationsystems in college is academic informationsystems. The development of MIS can be atool in managing and searching academicinformation effectively and efficiently.Academic information system covers allprocesses ranging selection of prospectivestudentstograduatetracking.Theoutputofthe information system is expected toprovide relevant information to all relevantpartiessuchasprospectivestudents,faculty,administration, user’s graduates, and otherrelatedparties.

According to García Bravo (Alcamí &Carañana,2012)informationsystemconsistsof hardware, software, telecommunications,databases, human resources, and


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procedures. Currently, all companies usecomputers, usually a personal computer(PC). Large organizations use diversecomputersystemsandmorecomplex.Therearetwotypesofcomputerprograms:systemsoftware and application software. Systemsoftware is used for managing computersystem resources and simplifyingprogramming. Application software, such asspreadsheets, word processing, is dirrectlyappliedbyusers.

A database is a collection of relateddata, such as human resources organizationordatabaseproducts.Telecommunicationsisameansbywhichinformationistransmittedelectronically. At present, the computersystem is generally associated withtelecommunications network. A variety ofnetwork connections are available to meetthe needs of different companies. Humanresources can be divided into two, namely:information systems specialists and endusers.Specialistinformationsystemsincludesystems analysts, programmers andoperators. End users are those who useinformationsystemsortheresultingoutput.

The procedure is the policy andmethodtobefollowedwhenusing,operatingand maintaining information systems. Theprocedure should be used, for example,when running a program to build yourcompany's payroll, to determine howmanytimesitshouldberun,whichisauthorizedtodosoandwhohasaccesstothereports.3.3. Model Information System Self‐

EvaluationThe development of an information

systemingeneralinclude:analysisofsystemrequirements, design or system design thatincludes database design and the designview,developmentofasystemthatincludescode generation program and displaydevelopment,testingtheperformanceofthefunctional system, implementation,evaluation, and completion. Discussion ofself‐evaluation information system modelheredoesnotcoverall thestages,butmoretowardstheneedsofthesystem.

Self‐evaluation isprimarilyperformedin order to obtain accurate informationabouttheconditionofeachcomponentoftheimplementation of activities in accordance

with the purpose college. Self‐evaluation isnot just for the sake of accreditation(external),butrathertoself‐improvementinordertoachievecollegeobjectivesoptimally.The focus of self‐evaluation that is just forthe sake of accreditation by BAN‐PTmakesthePTonlyfocusedatthelocallevel,andthenational level. As efforts to a regional level(ASEAN), and even international level, thenthe scope of self‐evaluation should bemorethorough,andwithhighqualitystandardsasdemanded by regional and or internationallevel. Gradually, it is necessary to design aself‐evaluation that lead to the regional andinternational levels. Some non‐LPTK’scolleges are now doing some sort ofinternational accreditation for some of thestudyprograms.

In accordance with the Regulation oftheMinisterofEducationandCultureof theRepublicofIndonesiaNumber87Year2014About the Accreditation Program andCollege, in Article 3 (1) states that theaccreditation is done to the Study Program,andUniversitiesbasedon the interaction intheNationalStandardsforHigherEducation.National Standards for Higher Educationincludes competency standards; learningcontent standards; learning processstandards; learning assessment standards;lecturers and education staff standard;standards of learning facilities andinfrastructure; learning managementstandards; and financing standards, thenationalresearchstandards,andthenationalstandardofcommunityservice.

Therearesevencomponentssubjectedto national accreditation (BAN PT), namely:ComponentA, include:vision,mission,goalsand objectives, and strategy achievement;Component B includes: governance,leadership,management systemandqualityassurance; Component C, include: studentsand graduates; Component D, include:human resources; Component E, include:curriculum, learning and academicatmosphere; Component F include: funding,facilities,andinfrastructure,andinformationsystems; and Component G, covering:research services/ community service, andcooperation.

Leadership is an essential componentinimprovingthequalityofhighereducation.


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Therefore, the self‐evaluation should alsotouch the subjectof leadership, on the levelof Program Studies, Department, Faculties,andCentre(University).Duringthistimetheleadership is likelyto judgehissubordinate.Whereas theassessmentby subordinates tothe leaders, it is very important to improvethequalityofleadership.

Figure1.SystemicComponentsofSelf‐

Evaluation:National‐International(Dikti,2010Modified)

Keep in mind that self‐evaluation

shouldnotonly for thebenefitofanationalaccreditation. Self‐evaluation should also bedirectedtoimprovementofhighereducationat the regional and international levels. Ingeneral components of accreditation/evaluation at national level (Indonesia),Asian countries as well as developedcountries (United States) are quite similar,although there are slight differences.

However, to the quality standards of eachcomponent is still behind compared todeveloped countries. As an illustration,accreditationinIndiaatleastincludessevenmajor components, namely CurricularAspect; Teaching‐Learning and Evaluation;Research Consultancy and Extension;Infrastructure and Learning Resources;Student Support and Progression;Organization andManagement;Healthy andInnovative Practices (Hernes and Martin,2008).

One of the self‐evaluation frameworkcoverageintheUKinclude:Characteristicsofthe school; Views of Learners; Parents andOther Stakeholders; Achievement; PersonalDevelopmentandWell‐being;TheQualityofProvision; Leadership and Management;Overall Effectiveness and Efficiency(ChapmanandSammons,2013).Figure1isapicture of model of self‐evaluationcomponent to the national level, and itsdevelopment towards regional andinternationallevel.

In general, when seen from its level,managementcanbeclasifiedascollege‐levelmanagement (Centre/University), Faculty‐levelmanagement,DepartmentandorStudyProgram‐level management The name andmanagementlevelscanvaryaccordingtothetypeof college (School,University, etc).MISinHigherEducationcanbeentirelyoralmostentirely inCentre (University), andor thereis at every level of the Faculty, Departmentand Study Programs. It depends on thecomplexity of the University, both thenumber of Faculty/Department/StudyPrograms,andsubstanceadministered.

Figure2.TheScopeofMISModelatHigherEducation

AccreditationComponents:REGIONAL&INTERNATIONAL

Curricular Aspect; Teaching‐Learning andEvaluation;Research Concultancy andExtension; Infrastructure and LearningResources; Student Support and Progression;Organization and Management; Healthy andInnovative Practices (Hernes and Martin,2008).

Characteristics of the school; Views of

Learners; Parents/carers and Other

Stakeholders; Achievement; Personal

Development and Well‐being; The Quality of

Provision; Leadership and Management;

OverallEffectivenessandEfficiency(Chapman

andSammons,2013)

REGIONAL&INTERNATIONAL

NASIONAL


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Figure2 isanexampleof thescopeofMIS Self‐Evaluation model that is partiallyshared. In this model, MIS‐level Universitycovers all matters pertaining to the centrallevel,coverssomefacultyaffairs,andaffairsDepartment/Study Program. MIS‐levelFacultycoversall affairsat the faculty level,partly sharing/connectedwith the affairs ofthe University and the Department /Study

Program. MIS‐level Department/ StudyProgram covers all affairs departments/study programs, and sharing/ connectedwiththeaffairsoftheUniversityandFaculty.The advantages of this system are data canbe updated and shared through 'the systempartition' so that it does not require toomuchmemory,andsimple.

to =DataflowofMISusers

Figure 3. Model of MIS-Self Evaluation Context at Department Level Jurusan di LPTK

As an illustration to design a web‐

basedinformationsystemsofself‐evaluationat study program/departmen, Figure 3shows at least 10 terminator or users ofinformation systems, i.e Students, Lecturer,Head of Departmen/Study Program,Administration, Technician, Coordinator ofIndustrial Practice, Project Coordinator,AcademicAdvisor,andSelf‐Evaluationteam.

The number of users can be developed inaccordance with the conditions of eachcollege.

The steps that need to be done byLPTK’sindevelopingandutilizingwebbasedinformation systems for development LPTKat the national, regional, and internationalare: (1) setting up a team of informationsystems, (2) develop information systems,

1 20


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both hardware and software, (3) develop aprogram of implementation of self‐evaluation, (4) conduct a self‐evaluationbased computer, (5) performing dataprocessing, (6) manage the results of self‐evaluation, (7) utilizing the results of self‐evaluation for program development(national, regional, and international), and(8)implementthedevelopmentprogram.

IV.CONCLUSIONBased on the results and discussion can beconcluded that: (1) Self‐evaluation can bedesigned andwell implemented if supported byweb‐based information systems that areconnected systematically, comprehensive, andeasytousebytheuser,(2)Self‐evaluationshouldnot only be in the interests of nationalaccreditation, but also to improve the overallquality of higher education, and lead to theaccreditation of regional and international (aworld‐class university), (3) LPTK’s need todevelop aweb‐based information system that isintegrated, and aligned with the level ofinformation systems at the University, FacultyandDepartment/StudyProgram.REFERENCESAriawan Andi Suhandana. (2016).

Mendongkrak Mutu Perguruan TinggiIndonesia. Direktorat Jenderal

Kelembagaan IPTEK dan DIKTI.

http://kelembagaan.ristekdikti.go.id/i

ndex.php/2016/05/09/mendongkrak‐

mutu‐perguruan‐tinggi‐indonesia/

Diunduh10Agustus2016.

BAN PT. (2010). Pedoman Evaluasi‐DiriUntuk Akreditasi Program Studi DanInstitusiPerguruanTinggi

Chapman, Christopher and Sammons,

Pamela. (2013). School self‐evaluationfor school improvement: what worksand why? Copyright CfBT EducationTrust:Manchester,UK.

Cornford,M. Shaikh. (2013). Introductiontoinformation systems. University of

London:London,UK.

Hernes, Gudmun and Martin, Michaela.

(2008). Accreditation and The GlobalHigherEducationMarket.InternationalInstituteforEducationPlanning:Paris.

Jamil, Salmi. (2009). The Challenge ofEstablishing World‐Class Universities.TheWorldBank,WashingtonDC,USA

Kementerian Pendidikan dan Kebudayaan

Direktorat Jenderal Pendidikan Tinggi

Direktorat Pembelajaran dan

Kemahasiswaan. (2014). PedomanSistem Penjaminan Mutu PendidikanTinggi.

KementerianPendidikanNasionalDirektorat

Jenderal Pendidikan Tinggi (2010).

Sistem Penjaminan Mutu PerguruanTinggi.

Kementerian Perdagangan. (2014). MenujuAsean Economic Community 2015.Seminar Nasional. Malang 10 Juni

2014.

Peraturan Menteri Pendidikan Dan

Kebudayaan Republik Indonesia

Nomor 87 Tahun 2014 Tentang

Akreditasi Program Studi Dan

PerguruanTinggi.


Kebudayaan Nomor 49 Tahun 2014

Tentang StandarNasionalPendidikan

Tinggi.


Kebudayaan Republik Indonesia

Nomor50Tahun2014TentangSistem

PenjaminanMutuPendidikanTinggi.

RuairiQuinn,TD.SchoolSelf‐Evaluation.GuidelinesforPrimarySchool

Undang‐UndangNomor12Tahun2012

TentangPendidikanTinggi

UNESCO.(2009).DevelopingManagementInformationSystemsforCommunityLearningCentres;AGuideBook.Bangko


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EMPOWERINGINDONESIA’sTVETTEACHEREDUCATIONINASEANECONOMICCOMMUNITYERA

LutfiyahHidayati

DoctoralStudentofPostGraduateSchool,YogyakartaStateUniversityemail:[email protected]

ABSTRACT

The TVET Institutions for Teaching Personnel (LPTKs) as producers of teacher for secondary

vocationalandtechnicalschools,facemanychallengesinAECera.TobeacceptableinASEAN,LPTKmustmeetthesystemstandardsintheregion.Standardagreementregardingteachereducationsystemisoneoftheexternalefforts.Internaleffortsarenolessimportanttodo.RevampingtheLPTK’ssystem,rangingfrom the need assessment, recruitment of prospective students, process of learning, facilities andinfrastructure,graduates/output.StrengtheningTVETteachereducationthroughindustrialcollaborationandpartnershipwithVocationalSchools.ThiswillensurethatTVETcurriculaandteachingmethodologiesare relevant and up‐to‐date. The close collaborations would significantly improve the quality andrelevanceofTVETandtheoutput.Keywords:TVET,teachereducation,AEC

I. INTRODUCTION

During the 12th ASEAN Summit inJanuary 2007, the ASEAN leaders affirmedtheir strong commitment to accelerate theestablishment of an ASEAN EconomicCommunity (AEC) by 2015. Under the AEC,ASEAN countries will integrate as a singlemarketandproductionbase(M.Aring,2015).Since the time of its establishment in 1967,ASEAN has been supportive of regionalcooperation in the field of educational,develop human resources through closercooperation in education and lifelonglearning, and in science and technology, forthe empowerment of the peoples of ASEANand for the strengthening of the ASEANCommunity (ASEAN State of educationalreport, 2013). To achieve a successfuleducation, the central goal is teachers andteacher education institutions (Zamroni,2000).

AccordingtoGodlad,theteacheristhesingle most important variable in schooleffectiveness (Andersen, Barrick, & Hughes,1992: 1). Future teacher, described as purewater, which clarifies (Kemdikbud, 2013).Teachereducationplaysacrucialroleinthepreparation of teachers, not only enhancingtheir understanding and skill but alsoincreasing the likelihood of their staying inthe profession (Darling‐Hammond, 2000;Roth, 1999). Learning to teach should be

recognized as a process of continuousreconstructionofexperience(Beck&Kosnik,2006: 16). Teacher education institutionshas been heavily criticized as an institutionthat is not effective in preparing teachers,unresponsive to the demands of time, awayfrom the practice, and the difficulty inrecruiting students brained brilliant (Roth,1999)

Indonesia aspart ofASEANcountries,face many challenges in entering the AEC,one of them is the quality of educationremains lowfor labor,whereuntilFebruary2014;therewere76.4millionpeople/about64percent of the total 118millionworkersin Indonesia, with junior high school orlower education. Based on worldcompetitiveness ranking 2014 Indonesiabecome in the level 34th, lower thanSingapore (2nd), Malaysia (20th), andThailand (31st) (H. Kurniawan, 2015). Aneffort that is very important, to be done is,revamping teacher education institutions,making it more efficient and effective,empowering it through optimize itscomponents.II. DISCUSSION2.1. TVET Teacher Empowerment

Education.All of the highest achieving nations

haveoverhauledteachereducationtoensure


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strongerprogramsacrosstheenterprise,andto ensure that able candidates can afford tobecome well‐prepared as they enter theprofession(L.Darling‐Hammond,RCWei,A.Andre, 2010). A good vocational educationand training (VET) teacher shouldhave: (1)cross‐linkedpedagogicalcontextknowledge;(2) prior theoretical knowledge, whichhe/she uses to analyze pedagogicalsituations and to implement appropriatestrategies, (3) methods to apply theoreticalknowledge and (4) pedagogical competence(Barabasch&Watt‐Malcolm,2013:165).

Immediately required thedevelopment of new paradigm of LPTKs inIndonesia,includedTVETTeachereducation,namely 5 pillars: (a) the continuouslyquality,(b)autonomy,(c)accountability,(d)accreditationand(e)evaluation(Depdiknas,2002). The quality as the first pillarshouldalwaysrefertotheongoingquality,whichisbased on the creativity and productivity.Qualityisnotonlyinputbutalsotheprocessofoutput.So, theoutputcancompete inthelabor market with graduates from otheruniversities. Autonomy is as a form of

delegation of authority such as therecruitment and management of learnersand non‐academic staff, curriculumdevelopment,andteachingmaterials,aswellasthedeterminationofacademicstandards.Accountability that is not only thegovernment's responsibility, but theuniversity should be accountable to itsconstituentsorstakeholders.Accreditationisanacknowledgmentof the rankof a collegecompared to other universities in terms ofoutput quality and performance. In thefutureLPTKsmusthaveanaccreditedstatusfor producing quality graduates. Evaluationisamajormanagerialactionsunderlyingthedecision.Without the continuous evaluationitwillnotobtaininformationthatisusefultoensure the starting point and final pointintendedfortheimprovement.

Regarding the process, Darling‐Hammond (2006) suggested 3 knowledgethat must be mastered, that is about thelearners, subjectmatterandteachingasthemain stock visions of professional practice,asfollow:

Fig.1.AFrameworkforPreparingteachers

(source:L.Darling‐Hammond,2006)

New technologies can empower well‐

prepared teachers tosynthesizeamultitudeof internet tools for teaching. Teachereducation programs, both traditional andalternative, must fully employ those same

tools as they work with New Millenniumteachingcandidates(B.Berry,2010:3).

Partnership between TVET Teachereducation with schools and industriesbecame an integral part of the systemimplementation.Themainpurposeofhaving


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such partnerships is to ensure that studentteachersseemanyexamplesofgoodpracticeduringtheirfieldexperiencesandreceivethesupport they need to teach in anexperimental, innovative manner. Thismodel is social constructivist in severalways. It stresses a critical inquiry approachto schooling; links theory and practice; andemphasizes caring for “the whole studentteacher” in the practicum, often the moststressful aspect of the program.(Beck &Kosnik,2006).

Vocational Education and Training(VET)insecondaryschoolscreatesanumberof problems for teacher education courses.Graduates who are required to teach DualRecognition or other industry‐focusedcourses generally need recent industrialexperience. To meet this requirement,strategies suchas therecruitmentofpeoplewith industry experience into teacher

education courses and some sort ofstructuredpracticumexperience in industryaspartofabroadlybasedteachereducationcourse should be used” (Byram &Wenrich,1956)

Character education for prospectiveteachers is very important in TVET teachereducationsysteminIndonesia.Theconceptoffutureeducationneedstosynchronizethedevelopmentofscienceandthepreservationof noble values and national character(Kemdikbud, 2013). The soul and thepersonality of the teacher who musttherefore be established andbuilt up in thesystemamongnamely:asah,asih,asuhfostera legacy Ki Hajar Dewantara thatconvergence towards the development of anationalcharacter(Kemdiknas,2011,2013).Thecollaborationofallthemfinallyformingaseriesofsystem,asshowedbelow:

Fig.2.ModelofTVETTeacherEducationinIndonesia

(Source:L.Hidayati,2014)

2.2. External efforts to empowering

TVETTeachereducationinAECEra.Internationally benchmarked quality

assurance mechanisms for TVET anduniversitiesarecritical foraligningnotonlyTVET but also human capital developmentsystems (Aring and Goldmark, 2013). Eachcountrywillneedtoalignitseducationalandtraining institutions with qualificationstandards across the entire ASEAN region,from primary through tertiary education.Government alone cannotdo this (M.Aring,2015)

There are some important externaleffortstofacingtheAECera,inthefirstistodevelop a framework of ASEAN teacherqualifications. Meaning that the quality ofteachers in Indonesia is not much differentfrom other countries, so that the teachers'qualifications frameworks in the regionwillberelativelythesame.Secondlywearealsodeveloping similar standards, eitherstandard qualification and competencestandardsofteachers.SothatthestandardofteachersinIndonesiaarenotmuchdifferentfromothercountries.Third isabout teacher


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accreditation. Accreditation in nowadays istoobroad,andshouldbedevelopedamodelspecifically for the acreditation of teachereducation so that the education of teacherswith other teachers could be one measure.Indonesia in the field of education have adifferent problem with other countries inASEAN,butwealsodonotwantourteachersare too far left behind other countries.Therefore, we must developed a specialaccreditationonteachereducation,

Recommendation For Indonesia (M.Aring, 2015) are as follow: (1) Streamlineand rationalize the Government’s role inTVET; (2) Ensure that the nationalqualifications framework has industry linksand that qualifications are developed withinput from industry and appropriateprofessionalbodies;(3)Finalizethefeaturesof the nine‐level qualifications frameworkand align them with the national economicand social development goals; (4) Developcompetency‐basedtrainingandassessmentsthroughout the TVET system; (5) Developnational assessment policies regarding thequalificationsframework;(6)Accelerateandexpand the production of TVET graduates;currently,only10,000certificatesareissuedannuallywhenmillions are needed, and (7)Secure the supportof externaldevelopmentpartners to assist in building capacity,developing policies and implementing thenationalqualificationsframework

III. CONCLUSION

Currently we are already in thesituationoftheASEANEconomicCommunity(AEC). The AEC established the goal toimprove the stability of the economy in theASEAN region. AEC would have causedimpacts to various fields, as well as in thefield of education. In education sector,especially the TVET teacher educationshouldbeabletobuildaneducationsystemthat is standardized. This is necessarybecause in the future there would be aprogram for teachers like teacher‐exchangein the region, so that teachers can work orstudy freely in any country as well asstudents can freely learn in any country intheregion.

Some internal and external effortsshould be done to increase the

empowerment of TVET teacher educationinstitutions in Indonesia, while consideringSWOTowned,andtheuniquenessthatisnotpossessed by other countries as a majorpowerforIndonesia.IV.REFERENCESTJ.Anderson,RK.Barrick,R.K,&M.Hughes,

(1992). Responsibilities of Teacher

Education for Vocational Teacher

Professional Development Programs.

Journal of Agricultural Education.Summer.P.43‐50.

M. Aring. (2015). ASEAN EconomicCommunity 2015 : Enhancingcompetitiveness and employabilitythrough skill development. Bangkok :ILO.

M.Aring&Goldmark,L.2013.SkillsforJobsforGrowth–Anintegratedapproachtocreating human capital.USAID FieldSupport Thought Leader Series.Available at: www.fhi360.org/.../FIELD%20Report%20No%2017_Skills.

ASEAN State of educational report 2013.(2014).Jakarta:ASEANSecretariat.

Barabasch & B. Watt‐Malcolm. (2013).Teacher preparation for vocationaleducation and training in Germany: apotential model for Canada. Compare:A Journal of Comparative andInternational Education, Volume 43,Issue2.

Beck, C & Kosnik, C. (2006). Innovations inteacher education. Albany: State

UniversityofNewYorkPress.

B. Berry. (2010). Teacher Education forTomorrow (Final draft). Prepared forthe National Council for the

AccreditationofTeacherEducation.

H.M. Byram & R.C. Wenrich. (1956).VocationalEducationandPracticalArtsin the Community School. California:Macmillan.

L.Darling‐Hammond(Ed.)(2000).Studiesofexcellence in teachereducation:Preparation at the graduatelevel.Washington,DC:AACTE.

L. Darling‐Hammond. (2006). Constructing21st‐century teacher education.


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Journal of teacher education, Vol. 57,No.X,Month20061‐15.

L. Darling‐Hammond, RC Wei, A. Andre,(2010). HowHigh‐Achieving CountriesDevelopGreatTeachers‐ResearchBrief.Scoupe: Stanford Center forOpportunityPolicyinEducation.

Depdiknas. (2002). Pengembangan SistemPendidikanTenagaKependidikanAbadke‐21(SPTK‐21).Jakarta:Depdiknas

L. Hidayati. (2014). Menggagas PendidikanCalon Guru Kejuruan Tata BusanaMasa Depan. Proceeding of NationalSeminar Aptekindo. Bandung: UPI‐Bandung

H. Kurniawan. (2015). AEC 2015: BenefitsandChallenges for Indonesia. availableinhttps://tax.thomsonreuters.com

Kemdiknas. (2011). Pendidikan Karakter diPerguruanTinggi.Jakarta:DitjenDikti

Kemdikbud. (2013).MenyiapkanGuruMasaDepan.Jakarta:Kemdikbud.

Roth, R A. Ed. (1999). The role of theuniversity in the preparation ofteachers. Philadelphia: Taylor &FrancisInc.

World Economic Forum. 2013. The globalcompetitiveness report 2013–14 (NewYork). Available at:www.weforum.org/reports/global‐competitiveness‐report‐2013‐2014


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THECHALLENGESOFMUSICTEACHERCOMPETENCIESFORVOCATIONALSCHOOLSTOFULFILLCREATIVEECONOMYINDUSTRYDEMANDS

AyuNizaMachfauziaYogyakartaStateUniversity


ABSTRACT

Musiccompetenceisanimportantfactortogenerateinterestofstudentstowardsmusiclearning.

Therefore, themusic teacher continuouslyneed to improve theirprofessionalperformance in the field,such as developing the music playing skills possessed, and develop perspectives on values of musicperception. It is necessary to produce graduates who canmeet the demands of the creative economyindustry.Thispaperaimstorevealthecompetenceofmusicteacherinsecondary‐levelvocationalschoolwhich includepedagogicalcompetenceandprofessionalcompetence.Thisresearch isaqualitativecasestudy approach. In this study, music teacher who teaches the practice of the instrument selected asresearchsubjects,numbering12people.Observationsweremadeineveryclassroomwheretheteacherswastaught.Theteachingprocesswasvideotapedandreviewed.Afterwards,conductedsemi‐structuredinterviewswith teachers.Datawereanalyzedusingan interactivemodelwhich includedata reduction,data presentation, and data verification. Finding reveal that competence of teachers in instrumentpracticeteachinginvocationalschoolisstillneedtobeimproved,bothintermsofpedagogicaswellasprofessional competences. If music teacher competence is a good, it can have a positive impact forstudents to instrument practice . Students will learn well in playing an instrument or singing whenstudentsheardtheirteachersdothesame.Keywords:musicteacher,vocational,competency,industrycreative

I. INTRODUCTIONThereareanexpressionofThuraw(in

Rajasa,2008:1)that inthe21stcenturywillbe the increasing role of human creativityand innovation (human ingenuity) as anessentialelementindeterminingthebenefitsand success of the economic growth of anation. Economic growth could not beseparated from an economic activity that isassociatedwithcreatingorusingknowledgeinformation.Itcanalsobecalledthecreativeeconomyindustry.Howkins(2001)explainsthat the creative economy industry is anactivitywhereinputandoutputaretheidea.In the creative industry, there are variousaspectsrelatedtoknowledgeandskill.Ruth(2011: 3) explains that the creativeindustries include activities that have theknowledge and skills of a person inindividual creativity, skill and talent, andwhich have the potential wealth and jobcreation through the generation andexploitation of intellectual power. Thestatement could be said that the creativeindustry required knowledge competencies,skills,andtalents.

In Indonesia, the creative industriescanbereferredtoasthecultureindustryorthe creative economy (Fachri, 2016). Inaddition,thecreativeindustryissaidtobeaproductproducedbythecreators,especiallyinthearts,includingmusic,andperformanceart.Thiswas stated in the creative industrygrouping initiated by the Ministry ofCommerceoftheRepublicof Indonesia.TheDepartmenthasclassifiescreativeindustriesinto 14 industry groups (subsector)Indonesia(Taufli,2016:7),andoneofthemis music. The statement was reinforced byRajasa (2008: 5) that music is one of theareasofartcontainedinthespectrumofthecreative industry, which includes songs,concerts and song composition. Related tothis, Rajasa (2008:4) describes that as aconsequence, in the era of the creativeindustries required the existence of variousformsofnewwork(futureofwork)whichofcourse is all forms of work that are loadedwith the demand to continue theaccumulation of knowledge and skills toproduces a wide range of new innovations.Thus, inorder to createnew jobs (futureof


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work), especially in the field of music,vocationalschools inthefieldofmusichavea responsibility to prepare graduates whoare ready to work in the industrial world,oneofthemasamusicperformer.

In order to become a musician (inparticular played the works of Western artmusic), Britten (2007:91) suggest that aperson must have the ability to play amusicalinstrumentaboveaverage,andhavethe ability to act on stage. Additionally, amusician needs to know the repertoirewhichisplayedwell.Basedonthis,itcanbesaid that a musician is not enough just toplay any instrumentwell, but also need theability to analyze a piece of music beingplayed.Itisnotinspiteoftheirgoodteachercompetence in these fields, which canprovide the knowledge and skills of playingmusicisalsogoodonthestudents.

Basedonpreliminarystudies,thathavebeen done, the data showed that there aremany graduates from vocational schoolmusical expertise (SMK Negeri 2 KasihanBantul) that has music playing skills belowaverage.Thatisstudentsonlyplayedapieceofmusicisplayedlikewhatiswrittenonthescorealone.Mostof the teacherswho teachmusical instrument practical learnimpressed only teachhow to readnotationfluently, without discussing other musicalaspectscontainedinthemusicscores.

Based on these problems, it can besubmitted questions as follows: such aswhetherthecompetenceofmusicteacheratavocationalschoolstofulfillthedemandsofworking in the creative industries? Fromthese questions, then the purpose of theresearchwas to uncover the competence ofmusicteacheratavocationalschooltofulfillthe demands of working in the creativeindustries.II. METHOD

The case study is a type of researchusedinthisstudy.Theuseofcasestudiesinthis study (Gerring, 2007: 12) because thestudy of individuals (teachers) in depth tohelp him obtain a good adjustment. Inaddition, this study is anempirical researchthat investigates the phenomenon (Yin,2008:18)inthecontextofthecompetenceofmusic teacher at a vocational school in the

face of the demands of creative economyindustry.

The research was conducted at SMKNegeri 2 Kasihan Bantul Yogyakarta inAugust to December 2012. The conduct atthe school because this vocational school istheonlyvocationalschoolofmusicexpertisethatconsistenttoconductwesternartmusiclearning,soitisinterestingtoexaminewhatkind of music teacher competenciesespecially pedagogical competence andprofessionalcompetenceindealingwiththedemandsofcreativeeconomyindustry.

Music teacher were teach especiallymusic instruments practice learning of theamounting12peoplearesubjectofresearchand determined purposively is determinedby adjusting the purpose of research. Itdetermines these teachers as a researchsubjectbecauseteachersplayamajorroleinany education system, including musiceducation.Teacherswillteachandinstilltheknowledge of its music to students. Inaddition, teachers will also teach andprepare skills in students through musicalinstrumentpracticelearning.Otherresearchsubjects are principals, students, and thechairmanofthepublicrelationsfield.

Thiscasestudywasconductedinthreesteps,namelypre‐field,onthefield,andafterthe field. In the pre‐field stage, performedobtaining research permits for preliminarystudies as well as to research, prepareguidelines for interviews, recording devicesuch as cameras, handy‐camp, and notebook.Therefore,qualitativeresearchmethodmore emphasis on process rather thanoutcome,sotomeettheaccurateresultscanbe seen from the process be completed, sothisstudyputstheresearcherastheprimaryinstrument in extracting andprocessing thedataobtained.

In the post‐field stage carried out aseries of process data analysis andinterpretation of the data that has beenobtained previously. The data have beenanalyzed, written in the form of a report.Relatedto thisstudy,datawerecollectedasevidence obtained through the use of fourdifferent data collection techniques, namely(1)in‐depthinterviews;(2)observation;(3)documentation;and(4)afocuseddiscussion(FGD). Interviews were conducted face to


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face (Gilham, 2000, p. 62) to provideflexibility in communicating with researchsubjects, inthiscasetheteacherswhoteachthe practice of the instrument that is Drs.Gmr I (Clarinet dan Saxophone); Brn Ari, S.Sn. (Trompet);Drs. Stn,M.Pd. (Oboe); Sprj,M. Sn. (Guitar); Fd,M.A. (Biola); Brg BrtW,EP. (Cello) ; Fr Gf. S. Pd. (Violin); Drs. Sdrt(ContraBass);Utr,S.Sn.(Piano);Drs.LgSmj(Vocal); and Dra. Yhn L.S. (Vocal). Theinterviews were conducted after thecompletion of teaching and at rest. Thequestions asked are not separated from theinterviewguideswereprepared.However,itis possible questions were raisedspontaneousbutontheissuesstudied.

Passive participant observation is anobservationmadedirectlytoanobjectthatisobservedinanaturalsetting.Inotherwords,the researchers has been directly observedthe competence of teachers in teaching ofmusic instrument practice learning, but isnot involved in the learning process. Inpractice,thesimpleobservationthatconsistsof three elementsdo (Gillham,2000, p. 45),namely (1) to see what the teacher taughtrelated learning activities of musicinstruments practices implemented byteachers according to a predeterminedschedule;(2)listentowhattheteachersays;and(3)atanytimeasktheteachertoexplainthe questions posed. Obtaining data arerecordedobservations thathavebeenmadeand recorded in the form of videos andphotos.

Documentation used to obtain thenecessarydata.Inthisstudydocumentsthatuse a form of writing and an image(Sugiyono,2012,p.82).Awrittendocumentin the form of instrument practice syllabus,while the documents in the form of imagesare photographs and videos during thelearning process takes place in the field ofdocumentingresults.Figure1,2,and3isanexample image in the instrument practicelearning.

The data was obtained throughinterviews, observation, and documentationwas further verified through focus groupdiscussions (Focus Group Discussion). FGDitselfisadata‐gatheringactivitybymeansofdiscussion groups to discuss the issues thathave been determined, and is done in a

systematic and purposeful. FGD in theresearchwasconductedonJanuary21,2012and attended by 4 teachers instrumentpractice as research subjects, and isfacilitated by one moderator and assistedtwopeoplewhohelpedrecordthecourseofthe implementation of the FGD. The subjectofdiscussioninthisFGDassociatedwiththecompetence of teachers, especially in theinstrumentpracticelearning.

Figure1.TeacherwasguidedctudentClassXIforplayingcellotogether

Figure2.Teacherwerepayattentiontostudent

classXIIinplayingscale.Dataanalysisconsistsofthreestages:

before entering the field, while in the field,andaftercompletionofthefield.Analysisofthe data before entering a field is analyzingthedatafrompreliminarystudies,whichareused to determine the focus of research.Preliminary study results show that inplaying apieceofmusic, studentwasdirect


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readingscoresofthesong,whiletheteacheronly directs how to read notation correctly.It is more impressed that teachers simplytransferringknowledgetostudents.Whereasinplayingapieceofmusic,especiallyworksof art music, not only with the correctnotationreadingskillsarerequired,butalsonecessarytodiscusstheaspectscontainedinthemusicalscoresplayed.

Figure3.TeacherswereTeachesStudentsSingingTechnique

Theanalysiswhile in the field isdoneinteractively (Miles and Huberman, 1994;Sugiyono, 2006) and carried outcontinuously until the data collection iscompleted. At the time of interview andobservation, analyzing the answers givenandtothephenomenonobserved.

Thecomponents inanalyzing thedatainteractive model (Miles and Huberman,1994, p. 10) used in this study consisted of(1) the reduction of data, (2) present data,and3) concluded/verify.Data reduction isdone by summarizing, retrieve data andimportant subject, andmake categorization.Thestepsinthedatareduction(Lacey&Luff,2001;Patilima,2011)wereperformedinthisstudy,namelytranscription,organizingdata,recognition, and coding. After the datareductionisdone,thenextstepistopresentthedata.Inthisstudy,thedatapresentedintheformofnarrative.

In this study, the competence ofteachers in teaching practice instrument ispresented in the narrative, the last step ofthe data analysis interactive model is theconclusion. The findings in this study is theweaknessofteachersinteachinginstrument

practice. The form is less detailedweaknesses in teaching instrumentpractice.That means more teachers to teach thetechnique of playing a musical instrument/singingtechnique;whilethetheoriesrelatedtoapieceofmusicbeingplayedisnottaughtindetail includingmusical interpretation. Inaddition, teachers are less motivatedstudents to be able toplay apieceofmusicwell.


In instrument practice learning, therearemany importantaspects thatneed tobetaughttostudents,inadditiontotherelatedof techniquesof instrumentsplaying. In thislesson, students arenotonly equippedwiththe skills to play the instrument, but alsoequippedwith the knowledge and ability tointerpret a piece of music being played. Inaddition, teachers can also provide andexplain the anatomyofmusical instrumentsbeing played. This is required as one of thestock of knowledge for students in treadingthe world of work in the field of creativeindustries, such as a musical instrumentdesigner, and as a musical instrumentrepairer.

Basically, the necessary competencepossessedbythemusicteacherisapersonalcompetence, competence pedagogy, musicalcompetence,andteachingphilosophy(Leung&Wong,2005).Thesecompetenciesneedtobe integratedwith each other to strengthenthecapacitiesofteachersoverall.

Basedontheobservationthathasbeenobtained, it can be said that almost all theteacher practice instrument that is thesubject of research has competencepersonality. That is, in practice teachinginstruments, teachers communicate withrelaxed conditions, especially when guidingstudents in reading scores. It was alsorevealed in an interview with the student(Gt)classXIingradesaxophoneasfollows.

“Mr.Gmrisgoodteacherandcoolalso”.(Prsp).

Another opinion about the teachersare fun, there are also the interviews withstudents (Nnc) in the classXII class vocalBfollowing.


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“I like teachedwithMr. Lg Smj. He isgoodandpassion,andhealsodiligent”.(Prsp)

In addition to those two opinions, thestudents of class XII (Ar) in a vocal class Athesamepoint.Thisisseenintheresultsoftheinterviewfollows.

“Mrs Yhn L.S. is kind teacher, goodteaching. She always give us examplehowtosing”.(Prsp)

The expression of the three can beexplained that in teaching practice teachersinstrument showed a fun person, so thatstudents can follow the lesson well.However, good personality of the teachers,not infrequently utilized students who arenot ready to practice the instrument is notpresent in learning. In fact, it is notinfrequentlydispensedlearningprocess.Itisas revealed in interviews with the vocalcoachA(YhnL.S)below.

“Ifstudentisnotalreadytopractice,it’sok, there’s no teaching and learning.(Kmpt)

The condition occurs also in the piano

class with teacher Utr. In this class, ifstudents are not ready to practice, then thelearningprocessisnotheld.Thestatementisproved by the results of the interviewfollows.

“Sometimes,studentsarenotalreadytopractice piano. If students are notalready to do that, I’m not teaching”.(Kmpt).

Basedonwhathasbeenobtainedfromthese interviews it appears that even ifteachershaveagoodpersonality,butdonothavethefirmnessinteaching.Thisisshownbythestudentswhoarenotreadyto followthepracticelearningtheinstrument,buttheteacher let the students not to practice. Infact,suchasituationcanbeusedbyteacherstomotivatestudents,andadiscussionaboutthe learningmaterial is played. In addition,teachers lack the assertiveness of the

studentsindress.Thatis,theteacherslackofconcern for the appearance and attitude ofthe students in the following study. In thiscase, the teacherhas just focusonstudents'skillsinplayingtheinstrument.

Withsuchsituations, teachersneed toimprovethecompetenceofpedagogyowned,among others, increase awareness andunderstanding of the characteristics ofvocational students in which students arestudentswhoare steppingadolescence, andassist students in developing his musicalabilities.Attentionandunderstandingof thestudents not only on the intellectual aspectonly (Mulyana, 2010: 104‐105), but also onaspects of physical, moral, spiritual, social,cultural, andemotional.Thus, teachershavea responsibility to create an optimalenvironmentineachofthelearningprocess,and be able to actualize the potential ofstudents,especiallyininterpretingapieceofmusicbeingplayed.

Inlinewithpedagogicalcompetenceofteachers needs to be improved anddeveloped, the professional competences ofthe teachers also seem to need theirimprovement anddevelopment. Itwas said,because in conducting practice learninginstruments, some teachers lack a goodmotivation to improve their knowledge andskills in the field of music. In addition,teachers are less vigor in developing theprofessionalcapabilitiespossessed.ThiswasevidentfrominterviewswithYhnL.S.(VocalteacherA)below.

“Yes, I’m old could not think anymore.Yes it is like this only, playing withchildrenandgrandchildren”.(Kmpt)

Similar phrases with a vocal teacher,emerged from Spj (guitar teacher) whoshowed a lack of enthusiasm in improvingprofessionalcompetence,and this is seen intheresultsoftheinterviewfollows.

“It’s hard, mom ... to learn more ... itfeels reallyheavy yes ... Ihaveno timealsonolonger...alreadyfullwithtasks”.(Kmpt)

Based on the results of theseinterviews,itcanbesaidthatthemotivation


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of teachers in improving professional skills,especially related to increased knowledgeabout music is still low. There are somethings that seemed to be obstacles, such asage and employment factor. In fact, inteachingmusicisneedforabalancebetweentheory and practice, including knowing andexplore aspects ofmusicalwithin amusicalwork, for a musical performance can be abetterandmeaningful.Meanwhile,accordingto Leung and Wong (2005: 8) musicalcompetence(professionalcompetence)isanimportant factor to arouse the interest ofstudents towards learningmusic.Therefore,teachersarerequiredtocontinuetodevelopand improve the competence of music(professionalcompetence)whichhas,amongothers, is to master the skill of playingmusical instruments including interpret apiece of music being played. This is aprovisionthatcanbegiventostudentstobeable to enter the industry in the field ofmusic.

It is undeniable, one of the mostimportant aspects in learning component isthe teacher. Teachers as agents of learning(Mulyana, 2012: 104) serves to facilitatestudents to learn comfortably andsuccessfullymasteredthecompetenciesthathave been determined. Therefore, teachersneed to have professional competence,especially professionals in the field. This isnecessary,sothattheteachercandesignthelessonwell,sothatthelearningprocessitselfcouldberunasexpectedandobtainoptimalresults.Competence itself (Sembiring,2009:39) is a set of knowledge skills andbehavioral tasks thatmust be owned, lived,ruled, and realized by teachers in carryingout the task of professionalism in theclassroomcalledtheteaching/learning.

As described in another section, thatthecompetenceofmusicteacher(LeungandWong, 2005) consists of personalcompetence, competence pedagogy, musicalcompetence of teachers and teachingphilosophy. These competencies are notmuchdifferentfromthegeneralcompetencethat must be possessed by a professionalteacher, namely personal competence,pedagogical competence, professionalcompetenceandsocialcompetence.

From the research that has beendescribed related to the competence ofteachers in teaching instrument practice, itcan be said that the general competence ofteachers both personal competence,pedagogical competence, and professionalcompetence (in music), still needs to beimprovedanddevelopedfurther.Itwassaid,because even though the personalcompetenceof teachersteaching instrumentpractice rated good and enjoyable by thestudents, but in fact the teachers were lessstrictinapplyingdiscipline.

Thisisevidencedbytheteacherletthestudents do not follow the learning thatshould take place. This is because thestudent has not and does not even preparetheirlessonswell,sosometimesthelearningdoesnottakeplaceasitshould.Italsomakesa good teacher and students consider fun.However, there are timeswhen the teacheralso looks likely to support theunpreparedness of students in participatingin learning. The statement disclosed basedoninterviewswithYhnL.S(Avocalteacher)that states do not implement the learningprocess,becausetheirstudentsarenotreadytopractice.Similarly, inthepianoclasswithteacherUtr,theconditionhasshownthatthepersonality of the teacher can influence thelearning process. It is as it says Leung andWong (2005: 2), namely “personality andquality of teachers are another importantfactoraffectingtheteachingpractice”.

Furthermore,LeungandWong(2005)explainsthat,accordingtoHare(1993)therearevirtuesandcertainqualitiesthatneedtobeownedbyagoodteacherasapersonwhoprovides quality and excellent performancein the learning process. The kindness andqualities include humility, courage, andimpartiality,opennessofmind,empathyandenthusiasm.

Thus,thepresenceoftheseconditionsare can teachers motivate students to keeppracticing hard and instill discipline instudents to take responsibility for theirfuture.Motivatestudentstoimprovestudentachievement in the field of music is one ofthe efforts of teachers to do so. It is asexpressedbyAsmus(1994) inKwan(2002:2)asfollows.


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Motivating studentmusicians to achieve is aconstantfocusofmusicteacher’seffort.Fromrecruitment, to keeping students involved inmusic study, to learning the fundamentalsofscales, arpeggios, music teacher mustconstantlybealerttowhatmotivatesstudentsand how best to apply these motivators toimprovestudentsachievementinmusic”.

From the description, it appears that

theteacherasmotivatorneedstocontinuallyguiding, motivating, and inspiring studentsto learn musical instruments, includinglearningpracticesinordertoachievesuccessin the future. In addition, as a mastercommunicatorintheclass(Harris,2012:32),the teacher can explain the purpose ofinstruments practice learning, includingmusicalinterpretation.Asoneofthosegoalsthat students could be present a piece ofmusicplayedwell.Additionally, studentsbeableresponsibleartistinhisfield.Therefore,teacherscanexplaintothestudentsthatthemusicpublishervirtuoso(Harris,2012)willcommunicatethepieceofmusicbeingplayedtotheaudience,andhowit isnotonlydonethrough the music he played, but alsothrough its presence on the stage. It isexpected that students are very animatingand can connectwith the audience and cangive an impression of the musicalperformancethatisperformed.

Relatedtothisresearch,teachersneedto constantlymotivate the students to excelin music learning, especially students whohaveagoodmusicaltalent.Itisnecessaryforeach student who followed the practicelearning instruments in the class havedifferent backgrounds and differentindividual needs. Therefore, teachers alsoneed to understand the characteristics ofstudents as contained in these indicators inpedagogy competence, one of which is amasterstudentcharacteristicofthephysical,moral, spiritual, and social, cultural,emotional, and intellectual. It is asmentioned earlier, that the attention andunderstanding of the students not only theintellectualaspectonly(Mulyana,2010:104‐105), but also on the physical, mental,spiritual,social,cultural,andemotional.

Therefore in this study conducted attheuppersecondarylevelvocationalschool,

the students in these schools have theirteensareagedbetween15‐19years.At thisage, especially teenagers class XII(DevelopmentalSchoolCounselingProgramsin Sciarra, 2004: 133), should have theability tocomplete therequirements for thetransition from high school, made acommitment to career planning,understanding the potential with theirchanging interestsorvaluesconnectedwithwork,understandingthepotentialforchangein the labor market, understanding thedevelopmentofacareerasalifelongprocess,accept responsibility for yourself in careerdirection.

Seeing the nature of the students intheir teens, it can be said that at that time,thestudentshouldhaveacommitmenttothefuture itself. Students are more mature inmakingdecisions.Butallthiscanberealizediftheguidanceanddirectionoftheteacher.

In order to students can follow theprocess of the instrument practice learningwell, teachers can teach students (Harris,2012:143)nottothinkofpracticalexercisesinstrumentassomethingunpleasant,boring,and only done if these students need topractice(practice)only.Therefore,tobeableto steer, guide and motivate students inlearning following the interpretation of themusical instrument in teaching practice,teachers can understand and recognize thestudent's behavior which includes actions,how to communicate, verbal language andbody language of the student. Byunderstandingandrecognizingthebehaviorof the students are taught, the teacher canuse the right strategies in teaching practiceinstrument

In addition to teaching thepractice ofthe instruments, teachers can also conductdiscussions with students in particulardiscuss the musical works played anddiscusswhat shehadheard.Teachers couldbe teach and engage students in thediscussion (Young, 2010: 8). At events likethis, indirectly teacher has been cultivatingstudents' thinking skills, especially criticalthinking.

Prior to discussion their duties,teachers can play and show the audiorecordings and video game music of themasters.Ifthisisdonetheteacherinpractice


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learningtheinstrument,thentheteachercanhelp students to learn and grow (Young,2010: 85), and this is a good practice tolisten,reflect,anddemonstrateshowtoplaya piece of music being studied. If thediscussion can enhance students 'criticalthinkingskills,thentheactivitiesoflisteningto a piece of music that is played canimprovestudents'abilitytothinkahighlevel(high order thinking skills), as previouslydescribed.

But in fact, all the teachers are thesubjectofresearchintheteachingpracticeofthe instruments is not doing these things.This shows that personal competence,professionalcompetenceofteachers,aswellaspedagogicalcompetenceofteachersneedstobeimprovedanddevelopedfurther.Keepin mind, that the teaching of music one ofwhich is todevelopadeeperunderstandingof the students towards learning music,especially in the instrument practicelearning.Therefore,teachersnotonlyguidesstudents in reading notation, but teacherscan also developed the students'understanding of the aspects contained intheinstrumentpractices learning.Thus,theteacher needs to improve its professionalcompetence, because teachers play animportant role (Leung and Wong, 2005: 2)onthequalityoflearning.

Professional competence referred tohere is the competence of teachers in thefieldofmusic,andcompetenceinthefieldofthismusic(LeungandWong,2005:8).Thatis an important factor for backing arousestudents' interest in music and hisinvolvement in music education. In thiscompetency, the teacher not only has theability and skill in playing a musicalinstrument, but also has the ability inmastering the learning material includingcontrolovertheaspectscontainedinapieceofmusicbeingplayed.Competenceofcontrolof these materials (Mulyana, 2012: 103)needstobeownedbyteachersisbroadanddeep that allows teachers to guide studentsto meet the standards of competencespecified in the national standard ofeducation.

From the research results related tothe competence of teachers in teachingpractice instrument that includes personal

competence, pedagogical competence, andcompetence owned music teacher(professional competence), it can be saidneedstobeimprovedanddevelopedfurther.

This is necessary because teachersteachingagentroletofacilitateandmotivatethe student to learn optimally and in asupportive environment, so that studentscanmasterthecompetenciesthathavebeendetermined that it can present a piece ofmusicplayedwell.

Thus, in order that students canmaster the competencies that have beendeterminedwell,thenteachersneedtohaveaprofessionalnature.Thatis,theteacherhasthe nature of desire to continue to developthemselves in the field of music, includingdeveloping self respect to the instrumentpractice learning. In addition, teachers areexpectedtohaveapersonalitythatcanserveas an example for students. In otherwords,teachers can have a function as a modelexampleandasafacilitatorintheclassroom.

This is in accordance with the mottoTamanSiswafoundedbyKiHajarDewantaranamely IngNgarsoSungTuladha, IngMadyaMangunKarso, TutWuriHandayani. As forthe meaning of this motto that if you're infront, of the teacher as a leader should beable to set anexample.Whenhewas in themiddle, teachers as a leader could bemotivate and providementoring, andwhileattherear,theteacherasaleadershouldbeabletoactasadrivingforce,supportersandprotectors for students who led (Mulyana,2012:201).

With regard to these results, it canbesaid teachers still lack the professionalnature that nature to continue to developthemselves, as well as a lack of effort tomotivate both motivate yourself andmotivatestudents.IV.CONCLUSION

Basedontheresearchresultsthathavebeen obtained, it can be concluded that thecompetency of music teachers, especiallythat teaching the instrument practice tomeet the demands of creative economyindustry still needs to be improved anddeveloped more specifically pedagogicalcompetenceandprofessionalcompetence.


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Itisevidentfromthefollowingresultsthat the competence of teachers in teachinginstrument practice is still need to beimproved, both in terms of pedagogic andprofessional competence. From thepedagogical competence in carrying out thestudy it appears that teachers only seestudents playing a piece of music, teachersarelessmotivatedstudents,anddonotteachmusicplayingskillsindetail,sothatstudentsare less able to develop various academicpotential,andfacilitatestudentstodeveloparange of non‐academic potential. It isobtained from observations and interviewsthatshowalackofrigoranddisciplineoftheteachertostudentintheprocessinstrumentpractice learning. Meanwhile, professionalcompetence, it seems some teachers have adeepunderstandingoftheaspectscontainedin the instrument practices learning thatneed to be taught, as well as the strategiesused in the study. Moreover, the lack ofunderstanding isneeded to integrate theoryandpracticeininstrumentpracticelearning.

Thusitcanbesaid,tobeabletomeetthedemandsofAseanEconomicCommunityinthefieldofcreativeindustries(inthiscasemusic performance of), required animportantaspectofthecompetenceofmusicteacher is the ability to assimilate thecharacteristic features of a piece of music,namely with regard to the content of themusic and the characters expressive, andtechniquesandstrategiesusedtoconveyit.REFERENCESB. Miles & Huberman, A. M. (1994).

Qualitative data analysis. California:SagePublication,Inc.

Britten. (2007). Working inmusic industry:how to find an exciting and variedcareer in the world of music. Oxford:SpringHillHouse.

Fachri. (2016). Industrikreatif. Downloadedat 27 August 2016 fromhttp://agribisnis.co.id/industri‐kreatif/.

GYoung.(2010).Enhanchingtheprofessionalpracticeofmusicteacher:101tipsthat

principalswantmusic teacher toknowand do.New York: Rowman &LittlefieldPulishers.

G. Sembiring,. (2009). Menjadi guru sejati.Yogyakarta.BestPublisher.

Gerring (2007). Case study research:principles and practices. Cambridge:CambridgeUniversityPress.

Gillham (2000). Casestudyresearchmethod.London:TJ.International,Ltd.

H. Rajasa. (2008). Menggagas sumber dayamanusia kreatif dalam membangunbangsadimasadepan. Downloaded 9January 2009, fromhttp://www.setneg.go.id/index.php?option=com_content&task=view&id=1667.

Harris, (2012). The virtuoso teacher. Theinspirational guide for instrumentaland singing teachers. England: FaberMusicPublisher.

Howkins.. (2001). The Creative Economy:How to Make Money Ideas. London:Penguin.

KYin,.(2008).Casestudyresearchdesignandmethods. Fourth edition. California:SagePublication.

Patilima (2011).Metodepenelitiankualitatif.Bandung:Alfabeta.

RuthS.(2011). Skills for creative industriesgraduatesuccess. EducationandTraining,53(1),pp.9‐26.

S. Taufli. (2016). Creative Industry.Downloadedin25Agustus2016,fromhttps://www.academia.edu/5210086/Creative_Industry.

Sugiyono. (2006). Metode penelitiankuantitatif kualitatif dan R & D.Bandung:CV.Alfabeta.

W. Leung & P. W. Wong. (2005). Matchingmusic teacher’s self conception withsrudents’ perception on teachingeffectiveness in an unfavourablesecondary classroom context. JournalofEducationMusical, vol.2,number1(Englishversion),p,1‐12.

Z. Mulyana, (2010). Rahasia menjadi guruhebat.Jakarta:Grasindo.


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INDONESIANVOCATIONALTEACHERSEDUCATIONDEVELOPMENT

PutuSudiraElectronicsDepartmentEngineeringFacultyYogyakartaStateUniversity

TechnologyandVocationalEducationGraduateSchoolsYogyakartaStateUniversityEmail:[email protected]

ABSTRACT

ProfessionalteachersinvocationaleducationisonethedeterminantsofthequalityofIndonesian

workers. The quality of vocational education in Indonesia is very dependent on the availability ofprofessionalteachersatallmembershippackages,whichwasheldatVHS.Toproducequalifiedteachersneededstandardizationofvocationalteachercompetence.Provisionofprofessionalvocationalteachersisneededucationvocationalteacherswhoapplytheprinciplesofgoodvocationaleducation.FEandFETVown core business and hold the responsibility as a provider of professional vocational teachers.Vocational teacher education is an education for theworldofwork in vocational education.Vocationalteachereducationisneedtoupholdtheprinciplesofworkplace‐basededucationinthefieldofvocationaleducation.Keywords:vocationaleducation,vocationalteacher,vocationalteachereducation

I. INTRODUCTION

Developing competitiveness andcollaboration capacities of IndonesianworkerscanbedonethroughTechnicalandVocational Education and Training (TVET).HighqualityTVETandrelevanttotheneedsoftheworldofworkbecomingaditerminantfactor employability skills Indonesianworkers. Indonesia has set importantpolicies related to vocational education andtraining. This policy is changes the ratiobetweenVocationalHighSchools (VHS)andHigh School (HS) to 70:30. Implications ofthis policy are very broad in the TVETsystem in Indonesia. The policy causes: (1)the participation of the private communityandlocalgovernmentsincreasedinthebuildVHS;(2) the imageofvocationalschoolasaschoolfortheworldofworkisimproved;(3)increasedpublicconfidenceinthevocationalschool;(4)accesstoeducationmorewidely;(5)thesupplyofskilledlaborinthenumberof middle‐level rise; (6) changing inIndonesia labor structure; (7) vocationalteachers employment increased; (8) occurschallengespreparationofpre‐serviceandin‐service vocational teachers. Changes of theratioinsomeareashasreached68:32.

Increasing the quantity of VHS hashappened in the last eight years is achallenge for TVET Teachers Institute(TVET‐TI) in upgrading TVET teachers

comptence. How TVET‐TI build networksand cooperation with vocational educationfoundations and local governments?Establish partnership with business andindustry? Developing entrepreneurshipamong VHS students? How TVET‐TImentoring the development of qualityvocational education in Indonesia? HowTVET‐TI develop programs to providingprofessional vocational teachers who areready and establish to work at VHS? HowTVET‐TI committed to making thearrangement functions as an institution totrain and educate vocational teachers?Developmentofvocationalteachereducationis important in order to avoid vanity‐sianvocational education services due to pooreducation and learning, bad learningoutcomes, discrimination in access tovocationaleducation inremoteandoutlyingareas, gender, race, and lack of ability.Shifting the focus of several TVET‐TI’s inIndonesia from the principal function as adeveloper of vocational education andvocational teachers to the field of puresubject add complicated problems in thedevelopment of the workforce throughvocationaleducationinVHS.

EducationalandtrainingprogramsforvocationalteachertraininginTVET‐TIbeanimportant variable in improving the qualityof vocational education atVHS. Provisionof


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professional vocational teachers who havethe capability to understand the principles,the objectives, benefits, strategic objectives,and changes in the context of vocationaleducation isan important issue.HowTVET‐TI anticipates and develops vocationalteacher education programs? How TVET‐TIdoing research to mapping the needs ofteachers kualification in all regions ofIndonesia? How can the governmentfacilitate TVET‐TI in the provision ofvocational teacher professional? How todevelop sustainable vocational teacherprofessionalism? This paper discusses thedevelopmentofvocationalteachereducationinIndonesia.

II. DISCUSSION2.1. VocationalTeacherEducationasa

ProfessionIndonesia through the State

Constitution, namely LawNo. 14 Year 2005onTeachersandLecturersenactthatteacherisadignifiedprofession.Workasateacherisa person's source of income. Meaning:Teacherincludingthevocationalteacherisajoborprofessionrecognizedandmaintainedherdignity,verystrategicroleandfunctions,as well as appreciated by the nationconstitutionally. The recognition of thedignity and the teaching professionvocational officially has lasted 11 yearsunfortunatelyhavenotfollowedupwiththedevelopment of education system, training,assignment, andvocational retrainingof theteachingprofessiontoincreasingsustainableandmeasurablequality.

Concrete efforts to realize theeducation, training, and retraining ofqualified vocational teacher face thechangingdemandsof theworldofwork isanecessity.Effortsdevelopingprofessionalismof vocational teachers canbedone through:(1) the provision of university‐basedteacher; (2) school‐based induction ofbeginning teachers; (3) theprofessionalizationof teachersbasedon theinitiative of the institution; and (4) theprofessionalization of teacher based‐onindividualcapability(AgencyPSDMPK‐PMP).The role of the Faculty of Engineering (FE)andtheFacultyofEducationTechnologyandVocational (FETV) at the University of

Teacher Education Institute (TEI), theIndonesianTeachersAssociation(PGRI), theAssociation of Indonesia Technology andVocational Education (APTEKINDO), theAssociation of Lecturers and Teachers ofVocationalIndonesia(ADGVI)iscritical.

Preparing and meeting the needs ofvocationalteachersasadignifiedprofessionareanimportantstaskGovernmenttogetherwith the FE, FETV, APTEKINDO and ADGVI.TheprincipaltasksoftheFEandFETVistoeducate and train prospective vocationalteachers, develop the science of Technologyand Vocational Education (TVE) andconfirms that the Vocational TeacherEducation(VTE)istheVocationalEducation(PV). PGRI, ADGVI, APTEKINDO jointlyoversee the professional development ofvocational teachers. Increasingcompetitivenessandcollaborationcapacitiesof Indonesiaworkers requires the study of:(1)howdoesthemodelofvocationalteachereducation as vocational educationtransformative carried out? (2) How is thecommitmentandconsistencyofFEandFETVin developing vocational teacher educationas vocational education? (3) Howprofessional development and careervocational teacher? (4) How to modelassignmentvocationalteachercandidates?

Development of vocational educationteachersneedtounderstandthenewcontextoftheglobalTVET.TechnicalandVocationalEducationandTraining(TVET)systemisnolonger reserved only to educate and trainpeople to do the jobs that are already wellestablished in the world of work, but todevelop individualcreativityand innovationcommunities to be more productive andready to face any form of change. TVETexperiencedashiftfromtheconceptofTVETfor employment to TVET for employability.EvenUNESCOwantsTVETasaninstrumentfor the promotion of sustainabledevelopment and prepare people becomeindependent learners and responsible tohimself (Hollander & Mar, 2009: 42). TVETfor employability is education and trainingdevelop skills which enable people to gain,keep and progress within employment,including skills in the clusters of workreadiness and work habits, interpersonalskillsandlearning,thinkingandadaptability


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skills. Employability is the degree ofadaptability an individual demonstrates infinding and keeping a job, and updatingoccupational skills. Relates to portablecompetencies and qualifications thatenhanceanindividual’scapacitytomakeuseof the education and training opportunitiesavailableinordertosecureandretaindecentwork(MakKenzie&Polvere,2009:65).

TVET are employability, sustainabledevelopment, self‐reliance and responsibleclearly needs professional teachers andlecturers. Vocational teaching professionoccupiesastrategicpositionintheprocessofeducation, teaching, coaching, training,guidance, assessment, and evaluation ofstudents in vocational education andtraining.Vocationalteacherscandeveloptheskills and capacity of Indonesian workers.Vocational teachers can build learningcommunities, building a knowledge societyand to develop their personal capacity tocontinue to innovate and make changes(Hargreaves, 2003: 9). Professionalvocationalteacherisoneofthedeterminantsof the quality of vocational education. Thedirect impact is the quality of Indonesianworkers. Vocational teaching professionrequires skill, finesse, skill, commitment,idealism, responsibility and competence ofcertified vocational educators with qualityand standardized norms. Standardization ofvocational teacher competence is veryurgenttodoinorderto improvethequalityof vocational education in the country andimprovingthequalityoflabor.

2.2. VocationalTeacherEducationisthe

VocationalEducationVocational teacher education is

education that prepares graduates to work.Vocational teacher education organized forthe development of capabilities (ability andwillingness)thatgrowonthebasisoftalent,interest, call thesoul, idealism, commitmentto improve the quality of vocationaleducation. Vocational teacher education isvocational education for employability aseducators, teachers, counselors, coaches,directors, assessors and evaluators ofeducation and vocational training.Structuring vocational teacher education asvocational education is important to the FE

and FETV. Vocational teacher education isnot education for the sake of education.Vocationalteachereducationisaneducationand training development capability oneselfinto professional vocational teachers whomaster in the principles of vocationaleducation.FEandFETVneeds todeclare itscommitment to make vocational teachereducationasvocationaleducation.Themaintask or core bussiness of FE and FETV iseducate and train vocational teachercandidate.

Vocationalteachereducationisurgentto continue to be developed. Needs ofvocationalteachersisincreasinginlinewiththe policy changes in the ratio of VHS: HS70:30. Vocational teacher educationcurriculumgearedtoachievetheobjectives:(1) understand the working life as avocational teacher in VHS; (2) develop theself capacity as a teacher to be able toperform role as educators, teachers,counselors,directors,trainers,assessorsandevaluators; (3) control of learning in theclassroom, laboratory, workshop,workshops, and field; (4) developing thecapacity of themselves as teachers arecritical in the field of vocational education;(5)transformingthepracticesofsocialworkas a vocational teacher work pays off; (6)taking care of themselves as teachers ofvocational capacity to work long‐term; (7)develop a sustainable professionalismappropriate to the development vocationaleducation; (8) develop their capacityaccording to the needs of vocationaleducationsector; (9)practicing thecapacityasteachersthatworkaseducators,teachers,counselors,directors,trainers,assessorsandevaluators with a full appreciation andconcern inthecommunity;(10)developthecapacity to contribute to the economythroughvocationaleducation.

Professionalvocationalteachersinthe21st century must understand the globaldevelopment of the knowledge‐basedsociety. The development of a knowledge‐based society requires that vocationalteacher education is transformative.Vocational teachereducationshouldbeableto transform the content of education as aprocess undergoing changes. 21st Centuryvocational teacher education is education


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that leads to: (1) build a culturaltransformation of techno‐science‐socio‐cultural; (2) the fulfillment of the socialaspects of efficiency to get a job or have adecent, proper, good, polite (decent work);(3) increasing the capability of careerpositions so self‐sufficient in meeting thewelfare needs; (4) the mastery of skillsthroughandmeettheneedsoflife(lifeskills)privateselfinthefamily,community,nation,and state; (5) the mastery of skills forlifelonglearningfromreallife;(6)increasedinnovation application of critical thinkingskills, creativity, communication, andcollaboration (Piirto 2011; Trilling andFadel,2009);(7)toimprovetheskillstouseinformationandmultimedia.

Vocational teachers as a catalyst forchange to build a new professionalism thatis:(1)promotecognitivelearninguponhighorder thinking skills include creativity,critical thinking, collaboration,communication (Pop, 2005; Cotrell, 2005);(2) teaching in new ways that have neverbeen taught; (3) commitment to continuouslearningas aprofessional teacher; (4)workand studywithother teachers as colleaguesin educating, teaching, guiding, directing,train, assess, and evaluate students; (5) totreatother teachersaspartners in learning;(6) develop collective intelligence; (7) buildthe capacity of teachers who are ready tochangeandareatrisk;(8)encouragemutualtrust among fellow teachers in the learningprocess (Hargreaves, 2003: 24); (9) live uptothemeaningofthewordGuRucomesfromsyllable Gu means darkness and Ru meanslight. Guru are the transformers of societyfromdarktolight(Sudira,2014).

The principle of professionalism ofteacherscontainedinarticle7ofLawNo.14Year 2005, namely: (1) have the talent,interest, call the soul, and idealism; (2) acommitment to improve the quality ofeducation, faith, piety and noble character;(3) has the academic qualifications andeducational background in accordance withthetask;(4)havethenecessarycompetencein accordance with the task; (5) has theresponsibility for the implementationof thetasks of professionalism; (6) earn incomedetermined in accordance with jobperformance; (7) have the opportunity to

develop in a sustainable manner with theprofessionalismoflifelonglearning;(8)havelegal protection in carrying out the task ofprofessionalism;and(9)haveaprofessionalorganization that has the authority toregulate matters relating to the duties ofprofessionalism of teachers. Being aprofessional vocational teacher should havethe talent and the high interest, called hissoulasateacher,highidealsandcommittedto improving the quality of education andresponsibility.

According Day (1997, 52) a keyconcept of professionalism in successfulpolicies and strategies of teacherprofessional development depend on threeaspects: (1) self‐esteem through positiverewards suchasencouragementand support(without political, social, economical andorganizational recognition and support,teachers’ self‐esteemwillbe in jeopardy), (2)teaching skills are not enough maintaininganddevelopingindividualandcollectivevisioncomes through the career‐long committedprofessionalismofteachers;andfinally,(3)forteachers to become experts in learningrequirescontinuingprofessionaldevelopment.

Teachers are not ordinary workers.Teacher jobs more than other workers.Teacher every day faced with a uniquelearnerhimselfeachextraordinarilydiverse.Teachersmusthaveextensiveknowledge inthe process of building a learningcommunity. Teachers candidate must firsttake academic courses at S1. Aftercompleting academic education in S1, thevocational teacher candidates then followtheprofessionaleducationofteachers.Intheprocess of teacher professional educationteachercandidatestolearnanddeveloptheirpersonal capacity corresponding on 10vocational education demands of theworking world above. Vocational educationteacher professional learning outcomes areprogrammed inorder toqualifyandcriteriabecome professional vocational teachers.Vocational teachers have to understand thedevelopmentofbusinessand industry,haveexperience working in business andindustry. Thus the development ofprofessional competence of vocationalteachers through professional developmentof vocational teachers is not enough only


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carriedoutat theschoolalone.Thereneedstobeindustrypracticeandthepracticefieldattheschool.

Vocational teacher education qualityassurance beginswith the selection processof student input‐based talent and interest,competency‐based learning process inuniversities and vocational, measurablelearning outcomes. Selection input of newstudents apply the selection of talent andinterest, so that students who netted trulywho has a calling and idealism as avocational teacher. Other demand that alsoneeds tobe improved is thecommitmentofprospective teachers to improve the qualityof education, faith, piety, and noblecharacter.

Professional education according toJohn (2008, 12) is a university‐basededucation and training with empiricalknowledge,motivated by thewelfare of thepeoplewhoareserved,committedtolifelonglearning, performed independently with ahigh degree of quality self, has a code ofethics.InJavanesephilosophythatteacherisa person who "sugih tanpabandha,nglurugtanpaBala,menangtanpangasorake" whichmeansRich lotofstudentsnotmaterial,hasthe ability to enlighten, independentlyconfront his students, and his bow withoutdefeat. Teacher professional educationincludingvocationalteachingprofessionhadclearlybecomepartofvocationaleducation.Vocational teacher educationwasorganizedto educate and train prospective vocationalteachersincarryingoutitsdutiestoworkasaneducator,coach,tutor,teacher,chaperonestudentsinVHS.

2.3. VocationalTeacherEducation

ProspekProspects of vocational teacher

education are always evolving. Vocationaleducationasaneducationalworldofworkisalways in need of professional vocationalteacherswith high qualifications. Faculty ofEngineering (FE) Yogyakarta StateUniversityandPadangStateUniversitysince1979 was appointed by the Indonesiangovernment as a producer of vocationalteachersthroughaWorldBankproject1979.FEYogyakartaStateUniversityhasproventoproduceexcellencevocationalteachers.They

are a lot of doing well in VHS. Alumni FEYogyakartaStateUniversitysuccessfulworkas teachers in vocational schools in allprovinces in Indonesia, especially in theexpertise areas of Engineering Technologyand Information CommunicationTechnology.

ThesuccessoftheFEYogyakartaStateUniversitygraduatedhighqualityteachersinVHSisanadvantagethatshouldcontinuetobe developed. If FE and FETV formerUniversity Teachers' Training College nolongerfocusonvocationalteachereducationanddevelopmentofeducationalsciencesandvocational technology then almost certainlythe development of vocational education inVHSfuturewewillbeintrouble.Ifvocationaleducation in VHS trouble then our nationaleducation syatem is also facing a bigproblem, because the ratio of VHS: HSalready towards 70:30. In 2025 our nationwill be built and characterized by VHSoutcomes. It takes enforcement thoughtsvocational education program preparation.Enforcement of quality vocational teacherpreparation program requires structuringthe concept of vocational educators and theeducationsystem.

Understanding the philosophy andconcept of vocational teacher education, aseducation for the world of work needs tocontinue to be socialized. Likewise, theunderstandingofvocationaleducationneedsto be deepened and broadened within theteacher education institutions, because notalllecturershaveabackgroundinvocationaleducation.Educationvocationalteachersareno longer enough to run just as regulareducation because education vocationalteachers require planting the values, skills,knowledgeofgoodwork,ableandwillingtoperform or appear educating, teaching,guiding,directing,train,assess,andevaluatestudents in classes in various skills. Valueinvestment in teacher must be built fromscratchenteringeducationcourses.

Vocational education system alsoneeds to be organized and enhanced in linewith the changing educational context. Theprogress of science in giving explanationthrough inquiry and discovery and thedevelopment of engineering and technologyin solving social and economic problems


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through the design and discovery of newtechnologies is of particular interest as adynamic educational context. Input andeducation processes developed to meet thestandards of education including studentselection system. Effective selection systemfor new students and the learning processthat fullyutilizestheprinciplesofeducationandvocationaltrainingtomakegraduatesfitand ready to perform the job duties asteachersandeducationpersonnelinVHS.

New student selection system forvocational teacher candidates is donethrough a selection of the best graduates ofVHS and HS and talented as teachers andinterest in becoming a candidate for allcourses of expertise. Selection VHS and HSgraduategiftedandinterestedinbecomingavocational teacher conducted across theprovince. A bond system also needs to bedone so that after graduation they returnedto their respective regions and serve as aneducator at a local vocational school. Thisway also suppress mutations teachersamong provinces so that ongoingprofessional development of teachers canworkwellatthesametimecanimprovethequalityofschools.

Vocational teacher educationneeds totransform education towards demand andmarketdriven.Vocational teachereducationshouldbemoreresponsiveandadaptabletothe changes anddemandsof thenewworldofworkasavocationalteacherprofessional.Vocational teacher education held in a dualbasediecampus‐based,industries‐basedandschool‐based. Vocational teacher educationprogram organized by the contextualapproachthroughimprovedcommunication,interaction and facilitation between thecampus and the school so that studentsincreasingly familiar with the field and herwork duties. Education model used iscompetency‐basededucationwhereteacherswork profession will be maximized if theacquisitionwentwellcompetence.

III. CONCLUSION

Vocational teachers are a dignifiedprofession and constitutionally appreciatedby the Indonesian nation. Development ofvocational education teachers need tounderstand the new context of the global

TVET. TVET experienced a shift from theconceptofTVETforemploymenttoTVETforemployability. Professional teachers invocationalalwaysdevelopskillstogain,keepand progress within employment, includingskills in the clusters of work readiness andwork habits, interpersonal skills andlearning, thinking and adaptability skills.Professional vocational teacher directlyinfluence thequalityof Indonesianworkers.Preparation of professional vocationalteachers becomes very important.Developing professionalism of vocationalteachers can be done through: (1) theprovision of university‐based teacher; (2)school‐based induction of beginningteachers; (3) the professionalization ofteachers based on the initiative of theinstitution;and(4)theprofessionalizationofteacherbased‐onindividualcapabilityREFERENCESBillet.S. (2011). Vocational education

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