Research Can Be Understood As Systematic Investigation

REGIONALIZATION AND HARMONIZATION IN TVET
PROCEEDINGS OF THE 4TH UPI INTERNATIONAL CONFERENCE ON TECHNICAL

AND VOCATIONAL EDUCATION AND TRAINING (TVET 2016), 15–16 NOVEMBER 2016,
BANDUNG, INDONESIA
Regionalization and Harmonization

in TVET
Editors
Ade Gafar Abdullah & Tutin Aryanti
Universitas Pendidikan Indonesia, Bandung, Indonesia
Agus Setiawan
Maizam Binti Alias

University Tun Hussein Onn, Johor, Malaysia
Cover illustrations:
Villa Isola.
Villa Isola is one of Bandung’s colonial heritage, which was designed by C. Wolff Schoemaker (1882–1949),
commissioned by D.W. Berretty (1890–1934) in 1932. It is located in Universitas Pendidikan Indonesia
Bumi Siliwangi campus and has served as its landmark. The building, designed using Nieuwe Bouwen
style, was originally Berretty’s residence but handed over to the university as the university was established
as Teachers Education College in 1954.
Photographer: Agus Juhana
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Regionalization and Harmonization in TVET – Abdullah et al. (Eds)
© 2017 Taylor & Francis Group, London, ISBN 978-1-138-05419-6
Table of contents
Preface xi
Acknowledgments xiii
Organizing committees xv
Standardization in regionalization and harmonization

Integrated competency-based assessment and certification in vocational high
school in Indonesia 3
B. Santosa & M. Muchlas
Basic competencies for electrical power engineering in vocational high schools 11
G. Tjahjono & T. Setiawaty
The Indonesian national competency standards in technical and vocational education
and training: An evaluation of policy implementation in Indonesia 17
M. Sayuti
An analysis of determinants and obstacles of vocational high school students’ internships 23
R.I. Rokhmawati & S.A. Wicaksono
Skill and personal development

Life-skill education model for empowering elderly people 29
A. Hufad, J.R. Pramudia & M.I. Hilmi
Developing national core standard for TVET personnel in the Malaysian education system 33
A. Ismail, R. Hassan, M.M. Mohamad & D.I. Rosli
Transferable skills of engineering students and lecturers at universities in Indonesia
and Malaysia 37
A. Setiawan, M. Bukit, I. Kuntadi, J.M. Yunos, K.M. Salleh, L.C. Sern,
N.L. Sulaiman & M.F. Mohamad
Work-oriented vocational learning 43
A. Ana, A.G. Abdullah, I. Widiaty, S. Subekti & Saripudin
Skills development and employment within the TVET context in Timor Leste 47
G.S. Ximenes & M.L. Soares
Developing a culture-based teacher education and training program model: Improving
teachers’ content and pedagogical knowledge 49
I.P. Soko, A. Setiawan & A. Widodo
English language training in the TVET context in Timor-Leste 55
J.P. Martins
Malaysian teachers’ competency in technical vocational education and training: A review 59
K. Ismail, Z.M. Nopiah, M.S. Rasul & P.C. Leong
Needs identification in strengthening the skills of construction workers with the national
working competency standards 65
L. Widaningsih, T. Megayanti & I. Susanti
v
The Human Resource Management (HRM) professional competency standard in Indonesia:
How should HRM lecturers address it? 69
M.C. Sondari, H. Koesmahendra & W.O. Zusnita
Social and cultural issues

Profile of learning that develops mathematics creativity of junior high school students 75
Alimuddin & S. Asyari
Entrepreneurial intentions: A review of self efficacy of tourism vocational school students 79
A. Ana, Y. Rostika, Y. Rahmawati & R. Hurriyati
Photovoice as promotion media to grow empathy leads to a non-discriminating treatment
against people living with HIV/AIDS 81
A. Demartoto, R.B. Soemanto & S. Zunariyah
Finding Sudalarang as an architecture vocational village 85
D.P. Mulyana, L. Widaningsih & T. Megayanti
Perception of vocational high school students on the transformation of local wisdom value 89
E.E. Nikmawati, I. Widiaty, R. Hurriyati & Y. Achdiani
Developing content of curriculum based on local wisdom in a vocational high school 93
I. Widiaty, I. Kuntadi, Y. Achdiani & A. Ana
Developing training and vocational education for achieving gender equality 97
I.D.A. Nurhaeni, Y. Kurniawan & Supartiningsih
The development of Indonesian textbooks-based collaborative learning to strengthen
character education: A case study on vocational education in Sebelas Maret University 103
K. Saddhono & P.Z. Diana
English as a second language for an international nursery student in United Kingdom 107
Mukhaiyar, S. Utari & R. Mukhaiyar
Confirmatory factor analysis of trans-adapted generalized trust belief scale in Bahasa
Indonesia on poor adolescents in vocational high schools 115
N. Astiyanti, D. Harding & E. Fitriana
Traditional game to educate togetherness by Anak Bawang Community 121
S.H. Pujihartati & M. Wijaya
The participation of surakarta children forum in annual community consultations on
development planning as democratic education media 125
S. Yuliani, R. Humsona & R.H. Haryanti
Towards collaborative governance for conflict resolution of diverse interest groups 129
Sudarmo
Teaching innovations in TVET

Vocational students entrepreneurial personality analysis through application of self-designed
project learning model 137
A. Hamdani, A. Djohar, B. Darmawan & A. Hadian
Teaching factory development model to improve the productive capability of vocational
education students 141
A. Sutopo, A. Rahman & D. Mulyana
The socio-cultural learning in an Indonesian Polytechnic 145
A. Abduh & R. Rosmaladewi
The development of an android-based English vocabulary introduction education game
for early childhood 149
A.B. Utomo, G.D. Robbani & S. Nurmasitah
vi
Development of graphic design learning model based on multimedia 153
A. Huda & K. Rukun
Learning computational thinking through introductory programming at the engineering
faculty of the State University of Surabaya 159
E. Hariadi
Design and development of animation-based multimedia to illustrate corrosion and
coating processes for vocational learners 165
E. Permana & Y. Sukrawan
A comparative study of learning interest and creativity between male and female students 169
Farihah & B. Sanjaya
Peer tutoring as a way of improving students’ achievement in the digital drawing subject 171
H. Juniati, T. Aryanti & T. Megayanti
The effectiveness of web-based interactive blended learning model in programming
language courses 175
H. Effendi & Y. Hendriyani
The influence of the vocational learning process on the acquisition of employability
skills attributes mediated by performance assessment 179
I.M. Suarta
Integration model of employability skills in vocational education to support
competitive industry 185
I. Hanafi, M. Ma’sum & R. Febriana
Vocational learning tools based on scientific learning 191
J. Kustija & D. Fauziah
Learning building construction based on local wisdom in Sundanese traditional
buildings with sets vision and mock-up media 195
J. Maknun, I. Surasetja, T. Busono & R. Mardiana
Instructional model to improve problem solving, creativity and team working skills
for TVET student teachers 199
M. Samani, Suparji & R. Rahmadian
The learning model development of higher order thinking on electronics system subject 203
M. Anwar, N. Jalinus & Pardjono
The implementation of multimedia animation to improve the mastery of
material about crystal defects in engineering courses 207
M. Komaro, A. Djohar, A. Setiawan, B. Hasan & A. Wibi
Students’ competence with reasoning ability using problem-based instruction modules
in ‘building materials science’ 211
N.F.D.B. Pakpahan
Attention cueing in developing Simplified Data Encryption Standard (SDES) simulation 217
P.W. Yunanto, A. Diamah & Soeprijanto
The effectiveness of Student Team Achievement Division (STAD) on academic achievement
and social behavior 221
R. Febriana, Z. Akbara & Mahdiyah
Self-directed learning skills in a study program of agroindustry education technology
using portfolio-based advice 227
S. Handayani, M.N. Handayani & D. Cakrawati
Upgrading student creativity in computing subjects by synectics application 231
S.C. Wibawa, R. Harimurti, B. Sujatmiko, F.I. Sari & S. Dwiyanti
vii
Developing project-based CAD teaching–learning module to improve the vocational
competence of mechanical engineering students 237
T. Wiyanto
The development of critical thinking ability through the implementation of a Technological
Pedagogical Content Knowledge (TPCK) framework in vocational secondary schools 241
T. Busono, E. Krisnanto, T. Aryanti & J. Maknun
Interactive multimedia-based learning to improve students’ creative thinking skills 245
Y. Irawati, L. Nurlaela & M. Wahini
Innovations in engineering and education

Sprint device development using an infrared laser with a computer interface system 251
A. Rusdiana
Network planning software development for wireless communication system subject
learning media 257
A.B. Pantjawati, E.A. Juanda, B. Mulyanti & M. Mutasimbillah
Model of instructional thematic game to improve understanding of children with intellectual
deficiencies using voice kinect sensor 263
D. Kuswardhana & S. Hasegawa
Performance improvement of a domestic refrigerator using parallel expansion device 267
D. Supriawan, E.T. Berman, M.M. Al Gifari & M. Mutaufiq
Internship program in higher vocational education: Students’ performance evaluation 271
D. Zakaria, A.G. Abdullah, M. Somantri & A.A. Danuwijaya
Effect of installation of a T-junction on the performance of an air-conditioning system 277
E.T. Berman, A. Setiawan, S. Hasan & M. Mutaufiq
Analysis of computer science curriculum development to improve competency of graduates
for global workforces market 281
F. Purwani & Y. Desnelita
The implementation of radio frequency identification as a learning tool to increase
a student’s creativity 285
G.R. Dantes, K. Sudarma, G. Nurhayata & N. Dantes
Face-expression detection: Detection of facial expression for optimizing the role
of the e-learning system 289
G.R. Dantes, N.K. Suarni, P.H. Suputra, N.K.A. Suwastini & I.N. Jampel
Performance investigation of an air-cooled chiller system using pure
hydrocarbons as refrigerant 293
K. Sumardi, E.T. Berman & M. Mutaufiq
Evaluation of the learning program in the building construction materials course
in vocational education 297
K. Wijaya
Long-term power load forecasting in the Java–Bali electricity system using neural network
backpropagation 301
L. Anifah, S.I. Haryudo & R. Ardian
Vocational education with multi-competency based on community needs 307
Mukhidin, S. Prihartiningsih & A. Mustikawanto
“Memetri Kali” as transformative learning model for sociology students to care
about environmental issues 309
S. Zunariyah & A. Ramdhon
viii
Implementation of the learning model of Team-Assisted Individualization (TAI) to improve
student activity and student learning outcomes 313
S. Siregar
Management of cooperation and partnership in vocational high schools
for improving graduate competencies 317
T. Setiawaty & G. Tjahjono
Technical and vocational education and training in the secondary stage: A case study 321
V.A. Shamsudeen
Multimedia learning to increase student achievement in metal corrosion and coating
subject material 325
Y. Sukrawan, R.A. Hamdani & M. Komaro
Author index 329
ix
Preface
The 4th UPI International Conference on Technical and Vocational Education and Training was held
in Bandung (Indonesia) on 15–16 November 2016. The conference is a biannual event, which has
been conducted by the Universitas Pendidikan Indonesia’s TVET Research Center and the Faculty of
Technology and Vocational Education. Like the three previous conferences, this conference received
enthusiastic response from scholars and practitioners of TVET around the world. Participants from
Malaysia, India, Timor Leste, and many cities in Indonesia attended this year’s conference.
Exploring the theme “Regionalization and Harmonization in TVET,” the conference featured
Prof. Dr. Numyoot Songthanapitak, the president of the Regional Association for Vocational Teacher
Education in Asia and the president of Rajamangala University of Technology Lanna, Thailand;
Prof. Dr. HC. Thomas Schröder and Dr. Sven Schulte of the Technical University of Dortmund,
Germany; Prof. Dr. Maizam Alias of the Universiti Tun Hussein Onn Malaysia; and Dr. Eng. Agus
Setiawan of Universitas Pendidikan Indonesia as keynote speakers. Participants presented their papers,
which are categorized under subthemes: Standardization in Regionalization and Harmonization, Skill
and Personal Development, Social and Cultural Issues, Teaching Innovations in TVET, and Innovations
in Engineering and Education.
There were approximately 200 submissions from various countries to the conference. The committee
selected 70 papers to be presented in this year’s conference. These papers were then selected to be
published in TVET@Asia online, and a conference book, published by Taylor & Francis and submitted
for indexation in Scopus and Thomson Reuters.
Ade Gafar Abdullah,

Tutin Aryanti,
Agus Setiawan,
Asep Bayu Dani Nandiyanto,
Ari Arifin Danuwijaya
xi
Acknowledgments
Ade Gafar Abdullah, Universitas Pendidikan Indonesia, Indonesia

Agus Setiawan, Universitas Pendidikan Indonesia, Indonesia
Ana, Universitas Pendidikan Indonesia, Indonesia
Asnul Dahar Mingat, Universiti Teknologi Malaysia, Malaysia
Budi Mulyanti, Universitas Pendidikan Indonesia, Indonesia
Dadang Kurnia, Deutsche Gesellschaft für Internationale Zusammenarbeit, Germany
Dewi Cakrawati, Universitas Pendidikan Indonesia, Indonesia
Erica Smith, Federation University, Australia
Frank Bünning, University of Magdeburg, Germany
Hiroyuki Iida, Japan Advanced Institute of Science and Technology, Japan
Ida Hamidah, Universitas Pendidikan Indonesia, Indonesia
Isma Widiaty, Universitas Pendidikan Indonesia, Indonesia
Joachim Dittrich, Internationale Tourismus-Börse, Germany
Kamin Sumardi, Universitas Pendidikan Indonesia, Indonesia
Lilia Halim, Universiti Kebangsaan Malaysia, Malaysia
Luisa Brotas, London Metropolitan University, United Kingdom
M. Syaom Barliana, Universitas Pendidikan Indonesia, Indonesia
Maizam Alias, Universiti Tun Hussein Onn Malaysia, Malaysia
Margarita Pavlova, Director, UNESCO-UNEVOC Center, Hongkong
Mohd. Sattar bin Rasul, Universiti Kebangsaan Malaysia, Malaysia
Muhammad Sukri Saud, Universiti Teknologi Malaysia, Malaysia
Nazeri bin Mohammad, Insititut Pendidikan Guru Kampus Perlis, Malaysia
Numyoot Songthanapitak, President of RAVTE, Thailand
Ramlee bin Mustapha, Universiti Pendidikan Sultan Idris, Malaysia
Sigit Dwiananto Arifwidodo, Kasetsart University, Thailand
Sirilak Hanvatananukul, Rajamangala University of Technology Thanyaburi, Thailand
Siscka Elvyanti, Universitas Pendidikan Indonesia, Indonesia
Tetsu Kubota, Hiroshima University, Japan
Thomas Schroder, Technical University of Dortmund, Germany
Tutin Aryanti, Universitas Pendidikan Indonesia, Indonesia
Usep Surahman, Universitas Pendidikan Indonesia, Indonesia
xiii
Organizing committees
ADVISORY COMMITTEE
Assoc. Prof. Muhammad Sukri Saud

Assoc. Prof. Numyoot Songthanapitak
Assoc. Prof. Sirilak Hanvatananukul
Assoc. Prof. Tetsu Kubota
Dr. Asnul Dahar Mingat
Dr. Joachim Dittrich
Dr. Luisa Brotas
Dr. Margarita Pavlova
Dr. Mohd. Sattar bin Rasul
Dr. Nazeri bin Mohammad
Dr. Phil. Dadang Kurnia
Dr. Sigit Dwiananto Arifwidodo
Prof. Erica Smith
Prof. Frank Bünning
Prof. Hiroyuki Iida
Prof. Lilia Halim
Prof. Maizam Alias
Prof. Ramlee bin Mustapha
Prof. Thomas Schröder
CONFERENCE CHAIR
Tutin Aryanti, Ph.D.
ORGANIZING COMMITTEE
Dewi Cakrawati, M.Si.

Dr. Ade Gafar Abdullah
Dr. Isma Widiaty
Dr. Ana
Dr. Eng. Agus Setiawan, M.Si.
Dr. Budi Mulyanti
Dr. Eng. Usep Surahman
Dr. Ida Hamidah
Dr. Kamin Sumardi
Dr. Siscka Elvyanti
Prof. Dr. M. Syaom Barliana
Nia Amelia, S.Pd.
Diky Zakaria, S.Pd.
Agus Juhana, S.Pd.
xv
Standardization in regionalization and harmonization
Integrated competency-based assessment and certification

in vocational high school in Indonesia
B. Santosa & M. Muchlas

Ahmad Dahlan University, Yogyakarta, Indonesia
ABSTRACT: The objective of this research is to find a model of Integrated Competency-Based

Assessment (ICBA) and certification that is appropriate for implementation in Vocational High School
(VHS). The model is a test of competence that is combined with a learning and assessment process. This
study used research and development established by Gall et al. The results of this research found that the
model of ICBA and certification was feasible for implementation in VHS. The model was created through
the aspects of developing competency standards and competency-based training development in work
practices. The competency standard was developed through setting standards of competence and suit-
ability needed for the job. The development of vocational learning is achieved through the professionalism
of the teacher, the development of learning resources and learning models, evaluation models, and the
reporting of learning outcomes in the form of a skills passport. Developing a competency-based assess-
ment was done in the context of the examination system by working on real jobs.
1 INTRODUCTION students according to the test of competency stand-

ards that apply in the workplace.
Vocational High School (VHS) has the purpose
of preparing students for work and/or continu-
1.1 Curriculum development
ing their studies. The vocational education system
should be able to prepare graduates to have compe- While Finch and Crunkilton (1999, p. 11) state
tence in accordance with industry standards, both that the curriculum is defined as the number of
nationally and internationally. VHSs in Indonesia learning activities and experiences which students
have implemented the concept of a dual system of are expected to have; it is like the direction of the
education. Education and training can be done in school. Scott and Sarkees-Wircenski (2004, p. 396)
schools and in industry, based on program link state that the principle of a vocational education
and match. Students learn the basic theory and curriculum is derived from the needs of the world
practice in vocational school, then study and work of work. Given the three definitions above, it can
at the company as an apprentice. This dual system be concluded that the curriculum is the teaching
is based on the view that vocational education will and learning process that aims to improve the
be efficient if the environment in which students knowledge, skills, and experience of students in
are trained is a replica of the environment where formal educational institutions, where the curricu-
they will be working (Prosser & Allen, 1925). lum comes from the needs of the working world.
This study sought to establish competency test Cumming and Wyatt-Smith (2009, p. 1) state
models that combine the learning process in schools that assessment (and its interface with curricu-
and learning in industry (industrial working prac- lum, teaching, and learning) has always been a sig-
tices) with the assessment process. The curriculum nificant component of classroom practice. Their
was developed according to the needs of industry opinion suggests a scoring system linking the cur-
and standards in the workplace. Learning at school riculum with teaching and learning. Further, that
or in the workplace was adapted to the results of in implementing the curriculum development,
curriculum development conducted by the school the system of learning, teaching and assessment
and industry. The integrated competency test model should be considered.
is a model that combines aspects of the competency
test curriculum development, learning at school,
1.2 Competency-Based Training (CBT)
and learning in industry through industry working
practices with the assessment process/competency According to Palomba and Banta (1993, p. 30),
test in order to establish the knowledge and skills of competence is a knowledge, skill, ability, quality of
3
personal experience, or other characteristic that is program whose aim is to get learning in the class-
applicable to learning and success in school or in room and in the workplace closer together so that
work. the existing competence in the world of work can
According to Gonczi (1998, p. 222): be acquired by the learners.
The importance of OJT to vocational educa-
To reform vocational education and training within a tion is that it can add work experience. Thompson
framework of national competency standards cannot (1973, p. 240) states that OJT is very important
succeed without a change in thinking about assessment for high-school students who want to know how it
methods and the conceptualization of competence feels to work in certain jobs. This means that OJT
requires a holistic approach, which integrates knowl- can improve skills when students work. So, to get
edge and skills with realistic workplace practices. the skills to apply in the workplace, students must
perform on-the-job training in industry.
This statement implies that the method of
assessment should be modified according to the
standards of competence that have been deter- 2 RESEARCH METHODS
mined. In concept, competence requires an inte-
gral approach between knowledge and the skills to 2.1 Model development
practice in a real workplace.
This study aims to develop a test model of compe-
tence in VHS and is intended to generate a prod-
1.3 Competency-Based Assessment (CBA) uct in the form of a test model of CBA. Thus, in
Gonczi (1998, p. 38) states that CBT is character- this study there is a product development activ-
ized by the relationship between education/train- ity, and therefore this research includes a form of
ing and a Competency-Based Assessment (CBA) Research and Development (R&D). In this case,
system. Competence standards are a major bench- the researchers chose an R&D research model
mark in the implementation of assessment/compe- developed by Gall et al. (2007, pp. 589–594), modi-
tency-based testing. On the other hand, CBA can fied by Sukmadinata (2011, pp. 184–190).
be done while the trainees/students work in the The steps of this R&D can be described as fol-
workplace. Someone who is doing industry prac- lows. The first step is a preliminary study that pro-
tice (on-the-job training) may be tested when they vides: (a) a study of the literature on the aspects
have been able to do the job. studied, whether derived from the theory, research,
Assessment is a process that involves the collec- or field studies related to competency testing, and
tion of evidence that is the basis for determining the (b) the drafting of a competency test product based
progress or achievement of a student or trainee in on the literature and expert judgment and conducted
relation to appropriate learning objectives (Hawke & through Focus Group Discussion (FGD) with
Oliver, 1998, p. 244). As Miller (2008, p. 2) states, experts/academics and practitioners in educational
assessment is a broader term than test and the gen- institutions and industry/associations. The second
eral process that includes gathering, synthesizing step is the development of products, which consists
and interpreting data involves informal and formal of (a) a limited product trial conducted in two VHSs,
data. Furthermore, Finch and Crunkilton (1999, and (b) expanded product trials conducted in four
p. 271) stated that the assessment is the determi- VHSs. The third step consists of end-product testing
nation of the benefit or value derived from the and the dissemination of the associated results.
curriculum (or a part of the curriculum). Assess-
ment is the process of gathering, synthesizing and
interpreting data about the learning process as the 3 RESULTS AND DISCUSSION
implementation of the curriculum.
3.1 Result
This study was conducted in two stages: the first
1.4 On-the-Job Training (OJT)
stage is done by taking a vocational course selected
Van der Klink and Streumer (2006, p. 369) state with a qualitative approach; the second stage was
that On-the-Job Training (OJT) is intended to: testing of the model developed on the basis of the
(a) increase the flexibility of learning programs research results.
in the workplace, (b) facilitate transfer of class-
based learning, because the workplace and place 3.1.1 Practice teaching and learning activities
of learning is identical, and (c) change the nature in VHS
of work to provide more possibilities for integra- Some of the findings of practices at the VHS were:
tion between learning and work. Van der Klink (a) the teacher is not required to have a certificate
and Streumer are of the opinion that on-the-job of competency or to become an independent asses-
training can be described as a workplace learning sor; (b) students learn in working groups of four
4
students, each group having a different job; (c) stu- begins and ends with the development of compe-
dents wrote a report on the practice and at the end tency profiles. Norton’s opinion suggests that, in
of the meeting there was an evaluation; (d) not all the development of competency standards, there
of the materials tested practices; (e) students who is a need to analyze the needs of the work, which
failed remedial tests; (f) the result of the practices is none other than already stated in SKKNI, and
of the students takes the form of report cards. developed into a competence standard.
Another opinion, expressed by Kelly (2000, pp.
3.1.2 Industrial Work Practice (IWP) in the 14–15), states that in formulating basic standards
workshop in vocational education, concepts and basic opera-
Observations of the times that the students carry tions and aspects of humanity, ethics and society
out learning in the workplace in the form of work- need to be developed. Statements by Norton and
ing industrial practices revealed that: (a) students Moser (2008) and Kelly (2000) confirmed that
are required to follow a program in the practice of there needs to be a blend between the curriculum
industrial work; (b) students are given the freedom to and SKKNI in developing competency standards
select a location as desired; (c) students work accord- in VHS.
ing to the type of work in the workshop with the
guidance of a mechanic who was appointed during 3.2.2 Curriculum development
the performance of the IWP; (d) the students record Putting a team of experts who are claimed to be
all of the types of work that have been done in a daily experts on curriculum development and subjects in
journal; (e) IWP does not provide practice exams for the curriculum is necessary for curriculum devel-
students; (f) students who have qualified will get an opment, in addition to considering business and
IWP certificate signed jointly by the school principal industry elements. Thus, this team ideally consists of:
and the leadership of the industry/workshops. (a) administrators – academics in the field of voca-
tional education; (b) instructional staff – an instruc-
3.1.3 Vocational Practice Exam (VPE) tor in engineering fields; (c) support personnel – the
External assessors of the industry make no judg- developer of the curriculum/program; (d) advisory
ment directly on the competencies being tested, personnel – a committee of experts/professional asso-
due to the limited number of industry assessors. ciations. The opinion of Norton and Moser (2008)
The number of external assessors in Yogyakarta suggests that the members who should be involved
VHS for the implementation of this Vocational so that the curriculum can be developed effectively
Practice Exam (VPE) numbers just two people and efficiently include engineering education experts,
who cannot be fully present for the VPE. Admin- curriculum developers, and practitioners.
istratively, the student assessment sheet is signed Rauner (2009, p. 1582) states that in the devel-
by two assessors, namely external assessors from opment of a vocational education curriculum, the
industry and internal assessors/teachers, but tech- occupational form of work is the main point of ref-
nically the assessment is carried out by the inter- erence for the development of curricula. Rauner’s
nal assessor/teacher, then external assessors sign opinion suggests that in developing the vocational
the assessment sheet that has been filled in by the education curriculum, forms of work related to the
internal assessors. At just two people, the number position/task become a reference in the develop-
of external assessors is not sufficient compared to ment of the curriculum. Another opinion that sup-
the number of VPE tests undertaken. ports consideration of the needs of students and
social conditions was expressed by Prosser in Scott
and Sarkees-Wircenski (2004, p. 390–391), which
3.2 Discussion
states that vocational education as an educational
The opinions of experts regarding these CBA mod- institution must expand opportunities for students
els are analyzed in the discussion, based on the to study or work as needed.
study of the theory and the data obtained. This
part mainly consists of two parts. First, it discusses 3.2.3 Competency-based training development
experts’ opinions, including existing theories and Input from a team of experts who claim that the
research results on CBA models. Second, it discusses module as a source of learning needs to be enriched
the final product of CBA models of this study. with other learning resources to give students flex-
ibility, in accordance with the opinion of Norton
3.2.1 Competency standards development and Moser (2008, pp. D1–D2), states that learning
Standard Kompetensi Kerja Nasional Indonesia should be able to provide a program for individual
(SKKNI) is used as a guide in developing compe- development, and the learning process can take
tency standards in vocational training because the place in the workplace. The learning model needs
purpose of vocational education is to prepare stu- to be developed in the direction of cooperative
dents for work. Norton (2008, pp. 17–18) suggests learning and in accordance with the demands of
that in a standard task analysis of needs, work the curriculum, in line with the expert opinion of
5
Dewey in Clark and Winch (2007, pp. 126–127), petency that have been listed in the skills passport,
who states that vocational education has char- then LSPP-1 issues a certificate of competence. If the
acteristics that include, firstly, a curriculum that results are not in accordance with the criteria, then
demonstrates relevance to the vocational needs the student does not receive a certificate of compe-
and, secondly, the knowledge needed to provide a tence. Students who have not been declared compe-
better approach to the learning process. tent by the industry when implementing industrial
working practices, are given the opportunity to fol-
3.2.4 Development of Industrial Work Practice low up with a competency test in a work simulation
(IWP) conducted by LSPP-1 at an assessment center in the
The expert judgment which states that there needs VHS. The material in the ICBA covers competency
to be standardization of competence in the IWP clusters that have been listed in the skills passport
program, along with the imposition of performance in accordance with the student’s choice. The revised
criteria in the workshop where students practice ICBA end models from the final product assess-
industrial work, was supported by the opinion of ment by the experts can be seen in Figures 1 and 2
van der Klink and Streumer (2006, p. 375), who sug- (see Appendix).
gest that learning in the workplace be based on train-
ing design details, such as contained in instructional
design theory. The purpose of training is determined 4 CONCLUSION
according to analysis tasks in the workplace, and
learning materials should be developed in accordance Based on the results of data analysis and discus-
with the conditions in the workplace. The standardi- sion, the results of this study can be summarized
zation of competences, along with their performance as follows.
criteria, should contribute to the skills passport of
vocational students following an IWP program. 1. The model for a competency test was conducted
at VHSs in the form of the VPE, which is an inte-
3.2.5 Development of an Integrated Competency- gral part of the examination conducted in the
Based Assessment (ICBA) context of the National Education Standards.
According to expert judgment, the development of 2. Barriers to ICBA implementation in VHSs are:
an ICBA and the use of a first-party professional (a) vocational training has yet to have independ-
certification agency (Lembaga Sertifikasi Profesi ent professional certification agencies; (b) the
Pihak-1 (LSPP-1)) at a VHS should be supported by VPE that has been used to date is based on a
strong policies and regulations. The ICBA should be simulation of real work patterns; (c) the certifi-
carried out by a professional certification institution cates of competency issued by VHSs have not
recognized by the certification body of the relevant received recognition from an independent pro-
profession in order to obtain the recognition of an fessional certification agency.
independent agency. Under the guidelines of the 3. The ICBA model we have developed for VHSs
National Professional Certification Board (Badan includes: (a) competency standards developed
Nasional Sertifikasi Profesi (BNSP)), education and according to a blend of SKKNI for the auto-
training institutions can seek the presence of LSPP- motive industry with Standar Kompetensi
1. Students are tested by LSPP-1, which has received Lulusan (SKL); (b) synchronization with the
accreditation from BNSP. ICBAs, in the form of col- syllabus requirements of existing jobs in indus-
lecting evidence of competence, were conducted by try, reviewed regularly every year; (c) compo-
LSPP-1. Students who have demonstrated evidence nents of vocational learning such as teachers
of competence have been declared competent and becoming independent assessors, students gain-
certified by LSPP-1. Students who have not been ing material soft skills through the inculcation
certified competent to work practice in industry, of a Kaizen culture, progress reports in the form
and together with students who want to gain com- of skills passports, and VHSs having TUK, and
petency, are tested by LSPP-1 using patterns estab- becoming independent professional certifica-
lished through work/simulation. Students who have tion agencies; (d) students carrying out IWP
satisfied all competency packages will receive a tech- with a focus on clusters of competence, with
nician certificate and those who have got the certifi- competency tests conducted on the basis of a
cate of compliance that they meet a competency have real job in the industry.
mastered the skill contained in the passport. 4. The ICBA model that is feasible in VHSs is a
competency test that combines the learning
3.2.6 Final development of ICBA model process with a process of assessment/examina-
Verification is done by LSPP-1 on the results of the tion conducted when students carry out indus-
ICBAs completed by students during IWP. If the trial work practice and based on a pattern of
results are in accordance with the standards of com- student work on real jobs.
6
REFERENCES Miller, P.W. (2008). Measurement and teaching. Munster,
IN: Patrick W Miller and Associates.
Clark, L. & Winch, C. (2007). Vocational education: Norton, R.E. & Moser, J.R. (2008). DACUM (Devel-
International approaches, developments and systems. oping a curriculum) handbook (3rd ed.). Colum-
Abingdon, UK: Routledge. bus, OH: Center on Education and Training for
Cumming, J.J. & Wyatt-Smith, C. (2009). Framing assess- Employment.
ment today for the future: issues and challenges. In Palomba, A.C. & Banta, W.T. (2001). Assessing stu-
Wyatt-Smith, C. & Cumming, J.J. (Eds.), Educational dent competence in accredited disciplines: Pioneering
assessment in the 21st century: Connecting theory and approaches to assessment in higher education. Sterling,
practice. Dordrecht, The Netherlands: Springer. VA: Stylus Publishing.
Finch, C.R. & Crunkilton, J.R. (1999). Curriculum devel- Prosser, C.A. & Allen, C.R. (1925). Vocational education in
opment in vocational and technical education: Planning, a democracy. New York, NY: Century.
content, and implementation (5th ed.). Needham Rauner, F. (2009). TVET curriculum development and
Heights, MA: Allyn & Bacon. delivery. In Maclean, R. & Wilson, D. (Eds.), Interna-
Gall, M.D., Gall, J.P. & Borg, W.R. (2007). Educational tional handbook of education for the changing world of
research: An introduction (8th ed.). Boston, MA: Pear- work: Bridging academic and vocational learning. Dor-
son Education. drecht, The Netherlands: Springer.
Gonczi, A. (Ed.) (1998). Developing a competent workforce: Scott, J.L. & Sarkees-Wircenski, M. (2004). Overview of
Adult learning strategies for vocational educators and career and technical education (3rd ed.). Homewood, IL:
trainers. Adelaide, Australia: National Centre for Voca- American Technical Publishers.
tional Education Research (NCVER). Sukmadinata, N.S. (2012). Metode penelitian pendidikan.
Hawke, G. & Oliver, L. (1998). Assessment in modern voca- Bandung, Indonesia: PT Remaja Rosdakarya.
tional education. In Gonczi, A. (Ed.), Developing a com- Thompson, J.F. (1973). Foundations of vocational education:
petent workforce: Adult learning strategies for vocational Social and philosophical concepts. Englewood Cliffs, NJ:
educators and trainers. Adelaide, Australia: NCVER. Prentice-Hall.
Kelly, M.G. (2000). National educational technology stand- van der Klink, M.R. & Streumer, J.N. (2006). The effec-
ards for students: Connecting curriculum and technology. tiveness of OJT in the context of HRD. In Streumer,
Eugene, OR: International Society for Technology in J.N. (Ed.), Work-related learning (pp. 369–392).
Education. Dordrecht, The Netherlands: Springer. appendix
7
APPENDIX
DEVELOPMENT OF COMPETENCE DEVELOPMENT OF CURRICULUM:

STANDARD: 1. Curriculum synchronization with
1. Develop by Indonesian Competence industry do every year.
Standard, standard of education, and ~ 2. Legalization and signature by VHS
industry needs. Principal, Industry Association, School
2. Competence standard breakdown in Committee, and Education Department
criteria of working performance Office
LEARNING PRACTICE IN VHS:

1. Teacher must have a competence certificate and be an independent assessor.
2. Leaminng model in competency-based training (CBT)
3. Skills passport includes basic skills (VHS) and working skills (industry)
4. Student gets a soft skills
5. VHS has assessment centre
1
WORKING PRACTICE IN INDUSTRY:
1. Student chooses industry has memorandum of understanding with VHS
2. Before working practice in industry, student must be observer in the industry and
choose the focus competencies and must be agreed by industry.
3. Assessment must be implemented in real job.
4. Supervisor assesses student.
5. Material of CBA is cluster competencies referring to industry job.
6. Result of CBA must be recorded in the skills passport.
INTEGRATED COMPETENCY-BASED
ASSESSMENT:
1. VHS has Institution ofProfession OUTPUT:
Certification First Party (Lembaga Sertifikasi 1. Certificates of competence are issued for the
Porfesi Pihak Pertamal LSPP-1). competence that student gets.
2. LSPP-1 arranges Competency-Based ________. 2. Skills passport and certificate of competence
Assessment and assessment centre appropriate are combined unit.
to student choice. 3. Certificates of competence issued by Profession
3. LSPP-1 verifies the student competencies in Certification First Party (Lembaga Sertifikasi
Skills Passport Profesi Pihak Pertama I LSPP-1)
4. Skills Passport becomes evidence in the
determination of student competence.
Figure 1. ICBA flow chart.
8
• Indonesian Competence Stand.vd and
Standard of Education
• Industry needs
1. :MoUIAgreement school and ittdustry

2. Synchlo:oiz.ation of Curriculum with
indumv
Competence Based Training

Skills passport include~ basic skills (VHS) and
workingskills (industry)
3. Student gets soft skills by KEI.izen Culture
4. Student dDes wolt: practice in industry and
chooses the competencie~ cluster w ith
agreement by industry
.'i. Student can does the assessment in industty by
real job
6. Supcrvisor assessesstudentcompetence
1. Assessment Centre in VHS

2. Cross\"\ise assessor with another
VHS
3. LSPP-1 do Competence Based
.:UsessmentiCBA
4. CBA not in real job
Evidence ofCBA in Slci11 passpon
No
_:__[ 1. Competence assurance to VHS graduate
I ~~- 2. Acknowledgment by Certification of

Profession Boanl
~--------------~
Figure 2. ICBA model.
9
Basic competencies for electrical power engineering in vocational

high schools
G. Tjahjono & T. Setiawaty

Program Studi Pendidikan Teknik Elektro, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Nusa Cendana, Nusa Tenggara Tim., Indonesia
ABSTRACT: This study aims to describe the basic competencies in the electricity sector in the field of
electrical power distribution techniques. This study employed the DACUM (developing a curriculum)
method of analysis and the Delphi technique. The research sample was the working operatives and techni-
cians of PT PLN (Persero), who were used as a source to obtain data on the technical competence of the
electricity sector workforce. The research object was the engineering competencies in the field of electrical
energy in the Network Service Area in Yogyakarta Special Territory. The results of the study were that:
(1) there are three groups of jobs and 30 components of duty that form the basic field competence in the
operation and maintenance sub-competencies of power distribution engineering expertise; (2) there are
150 job tasks that form the basic field competence in the operation and maintenance sub-competencies of
power distribution engineering expertise.
1 INTRODUCTION has not seemed to touch on self-development in

relation to the adaptability of students. It suggests
The Ministry of Energy and Mineral Resources that the majority of vocational graduates cannot
(Keputusan Menteri ESDM Nomor 2053.k/40/ be easily absorbed into the workforce because their
MEM/2001, tahun 2001) requires that all profes- capacity is not in accordance with the demands of
sionals in the electricity sector have competency the working world. It is in terms of the conditions,
certification. The establishment and enforcement among other things, that the vocational curriculum
of Power Engineering Competency Standards of needs to be improved, according to the demands
Electricity can be described as follows (Keputusan of the world of work and national competency
Menteri ESDM Nomor 2052.k/40/MEM/2001, standards. Further, it is the need to equip gradu-
tahun 2001): (1) every technician working in the ates with the ability to adapt to the development of
electricity sector business must have a certificate science and technology in the basic competencies
of competence issued by professional associations of their vocation.
and accredited by the Accrediting Commission; Basic competency is a capability of learners
(2) to meet the level of competency required, every that has to be possessed in certain subjects as an
technician in the electricity sector business needs indicator of having developed reference levels of
to take part in education and training carried out competency (Badan Standar Nasional Pendidikan
by authorized institutions. (BNSP), 2007). The basic competency of voca-
As a consequence of these two requirements, it tional high school students is a competency that is
appears that an institution of vocational educa- required by students in carrying out their studies in
tion (i.e. vocational high schools) should be able order to achieve minimal competence as a graduate
to prepare its graduates to compete to achieve jobs in unit-level education. Basic competency includes
in the electricity sector according to the demands several components within it, such as tasks, skills,
of the industry, which means preparing graduates attitudes, values, and the knowledge needed for the
with competency standards in accordance with success of the task (Finch et al., 1999).
the demands of labor professionals working in Based on the explanation above, the following
electrification. issues can be identified: (1) vocational students
Most vocational high school graduates are less need a certain level of competency to undertake
able to adjust to changes or developments in sci- an internship or a certain expertise in the end unit
ence and technology and are not easily retrained in of vocational education as a preparation to enter
their shortcomings (Depdiknas, 2007). These find- the workforce; (2) curriculum or vocational com-
ings indicate that learning in vocational high school petency standards should be designed in such a
11
way that they address the needs of employment; obligations are A to Z and AA to DD. The group
(3) the industrial world needs a competency in of jobs involved in operation of the 20 kV network
vocational graduates that is in accordance with are A, B, C, D, E and F. The work group for main-
competency standards in the industrial world, so tenance of the 20 kV network involves jobs G, H,
special concern should be paid to competency in I, J, K, L, M and N. The work group for handling
the graduates of vocational schools; (4) vocational medium-voltage network disruption involves jobs
high school should be able to prepare its graduates O, P, Q, R, S, T, U, V, W, X, Y, Z, AA, BB, CC
to compete to achieve jobs in the electricity sector and DD.
according to the demands of the industry, that is,
to prepare graduates with competency standards 3.1.2 Duty components
in accordance with the demands of the profes- Group profiling of the field work involved in
sional workforce of the electricity sector; (5) an in- medium-voltage 20 kV distribution network
depth study of the basic competencies required by showed as many as 30 work obligations (duties)
vocational high school is required in order to align being required to establish basic competence in
the learning process more closely and match it with electricity distribution techniques.
jobs in industry.
3.1.3 Task components
Competency profiles for field engineering on the
2 METHOD 20 kV distribution network identified five princi-
pal tasks that were needed to form a basic com-
This study used DACUM (developing a curricu- petence in technical electricity distribution as
lum) analysis and in-depth interviews. DACUM follows: planning the implementation of the work;
analysis is used to carry out a job analysis, while preparing for the execution of the work; carrying
the in-depth interviews were used to deepen the out the work; reporting on the implementation of
analysis of the work, especially on the subcompo- the work; evaluating the results of the implementa-
nents work activities, through a process of mean- tion work (see Table 2). The five task components
ingful communication with experts or superiors, apply to each of the respective obligations of the
which within this case was the manager. To obtain job (duty); because the field of 20 kV distribution
data on the technical competency of the workforce has 30 job obligations, the total number of duties
in electrification, the sample for the research were numbers 150 separate jobs that can be assigned
the working operatives and technicians of PT PLN and included to form basic competence in electric-
(Persero). The object of the research is the field of ity distribution techniques.
engineering competency in electrification expertise
in the Service Area Network in Yogyakarta. Data
3.2 Data analysis of basic competence in
validation was done through validation of the
electricity distribution technical expertise
DACUM job analysis tool, which refers to five sets
of guidance (Norton & Moser, 2008): (1) the crite- Analysis of the data refers to the analysis of
ria for the participants or expert workers; (2) the the content, which is: (1) occupational clusters;
criteria for the duty statement; (3) the guidelines (2) duty components; (3) task components.
for the development of the duty statement; (4) the
criteria for the task statement; (5) the criteria for 3.2.1 Occupational clusters
the work activities. Group work produced as many as three groups of
statements of work, building upon ten basic types
of equipment used in medium-voltage 20 kV net-
3 RESULT AND DISCUSSION
work distribution, which are: (1) medium-voltage
networks pole; (2) conductor; (3) insulator; (4)
3.1 Description of basic competence in electricity
cubicles; (5) air breaker switch (ABSW); (6) load
distribution technical expertise
breaker switch (LBS); (7) recloser; (8) sectionalizer;
3.1.1 Occupational cluster (9) FCO (Fuse Cut-Out); (10) transformer, consist-
Work on the group profiles for the medium-voltage ing of 1-phase and 3-phase transformers.
20-kilovolt (kV) distribution network showed there The placement of work groups in column two
are three groups of field work (occupational clus- of Table 1, following the types of equipment used
ters) that are required to form a basic competence in 20 kV medium-voltage distribution networks
in electricity distribution techniques (see Table 1). shown in column one, produces three main areas of
These work groups are as follows: (1) operation of work or groups of job, where each is connected with
the 20 kV network; (2) maintenance of the 20 kV identified obligations. The obligations identified
network; (3) handling of medium-voltage net- include: (1) the operation of the 20 kV network—
work disruption. The symbols for individual work A, B, C, D, E, F; (2) the maintenance of a 20 kV
12
Table 1. Occupational cluster and duty components of technical skills for electricity distribution competency.
Equipment of
medium-voltage 20 kV Occupation
networks cluster (Job duty/Function)
Medium-Voltage Networks Pole. Operation of 20 kV network: Operation of Cubicle (Outgoing).

Conductor. A, B, C, D, E, F. Operation of Recloser (PBO).
Isolator. Operation of Sectionalizer.
Operation of Load Breaker Switch (LBS).
Operation of Air Breaker Switch (ABSW).
Operation of Fuse Cut-Out (FCO).
Cubicles. Maintenance of 20 kV Maintenance of medium-voltage wires
Air Breaker Switch (ABSW). network: G, H, I, J, without work in a steady-state voltage.
Load Breaker Switch (LBS). K, L, M, N. Maintenance of ABSW without work in a
Recloser. state-voltage.
Sectionalizer. Maintenance of Isolator without work in a
steady-state voltage.
Maintenance of Pole (medium voltage).
Maintenance of Distribution transformer.
Maintenance of Cubicles (Outgoing).
Maintenance of Recloser & Sectionalizer.
Maintenance of FCO without work in a
steady-state voltage.
FCO (Fuse Cut-Out). Trouble-shooting of Maintenance of Cross Arm without work
Transformer: medium-voltage networks: in a steady-state voltage.
1-phase; O, P, Q, R, Troubleshooting of medium-voltage
3-phase. S, T, U, V, W, X, Y, Z, networks.
AA, BB, CC, DD. Troubleshooting of ABSW (air breaker
switch).
Troubleshooting of distribution transformer
without work in a steady-state voltage.
Troubleshooting of Breaker Trip.
Troubleshooting of SLP (Saluran Luar
Pelayanan – outlet service) – SMP (Salu-
ran Masuk Pelayanan – service line).
Troubleshooting of APP (Alat Pembatas
dan Pengukuran – limiting and measuring
device).
Demolition of FCO (Fuse Cut-Out) Tap 1
Phase.
Substitution of FCO Tap 1 Phase.
Demolition of 3-phase Transformer.
Replacement of 3-phase Transformer.
Installation of 3-phase Transformer.
Replacement of CSP (Complete Self-
Protection) 1-phase transformer.
Demolition of CSP 1-phase Transformer.
Installation of CSP 1-phase Transformer.
Replacement of Fuse Link.
network—G, H, I, J, K, L, M, N; (3) the handling 3.2.2 Duty components

of disruption to a medium-voltage network—O, P, The work liabilities produced are built according
Q, R, S, T, U, V, W, X, Y, Z, AA, BB, CC, DD. to the DACUM obligation (duty) guidelines crite-
These three field-derived work groups of the ria (Norton & Moser, 2008).
20 kV medium-voltage distribution network pro- There are as many as 30 work obligations in the
vide a reference to define the components and field of 20 kV distribution network engineering,
sub-competency fields of the distribution network. coded A to DD. The work liability component is
The components refer to the work obligations or part of certain occupational groups. The first work-
job duties. The sub-competencies are the associ- ing group consists of six work obligations, namely
ated work activities, knowledge, tools and work A, B, C, D, E and F. The second work group con-
equipment, as well as work attitude. sists of eight work obligations, namely G, H, I, J,
13
Table 2. Task components shaping basic employment competence in mechanical electricity distribution expertise.
No. Plan Preparation Implementation Reporting Evaluation
1. Planning for the Preparing for the Implementation Report on the Evaluating the
implementation implementation of the Cubicle implementation results of the
of the Cubicle of the Cubicle (Outgoing) of the Cubicle implementation
(Outgoing) (Outgoing) operation. (Outgoing) of the Cubicle
operation. operation. operation. (Outgoing)
operation.
2. Planning for the Preparing for the Implementation of Report on the Evaluating the
implementation implementation the Recloser implementation results of the
of the Recloser of the Recloser operation. of the Recloser implementation
operation. operation. operation. of the Recloser
operation.
implementation of implementation the Sectionalizer implementation of results of the
the Sectionalizer of the Sectionalizer operation. the Sectionalizer implementation
operation. operation. operation. of the Sectionalizer
operation.
implementation of implementation of the Load Breaker implementation results of the
the Load Breaker the Load Breaker Switch (LBS) of the Load Breaker implementation
Switch (LBS) Switch (LBS) operation. Switch (LBS) of the Load
operation. operation. operation. Breaker Switch
(LBS) operation.
implementation implementation the Air Breaker implementation results of the
of the Air Breaker of the Air Breaker Switch (ABSW) of the Air implementation
Switch (ABSW) Switch (ABSW) operation. Breaker Switch of the Air Breaker
operation. operation. (ABSW) operation. Switch (ABSW)
operation.
implementation of implementation of the Fuse Cut-Out implementation results of the
the Fuse Cut-Out the Fuse Cut-Out (FCO) operation. of the Fuse Cut-Out implementation
(FCO) operation. (FCO) operation. (FCO) operation. of the Fuse
Cut-Out (FCO)
operation.
Table 3. Frequency of key technical skills in electricity distribution competencies.
Frequency of key competencies
No. Job description 01 02 03 04 05 06 07
1 Planning for the implementation of the 1 – 66 1 – 1 1

Cubicle (Outgoing) operation
2 Preparing for the implementation of the 1 65 1 1 – – 2
3 Implementation of the Cubicle 1 – – 2 65 – 2
(Outgoing) operation
4 Report on the implementation of the 66 – 1 – – 2 1
5 Evaluating the results of the implementation – – – 1 – 68 1
of the Cubicle (Outgoing) operation
Information:
01 – Ability to collect, organize and analyze information.
02 – Ability to communicate ideas and information.
03 – Ability to plan and organize activities.
04 – Ability to work with other people and groups.
05 – Being able to use the ideas and mathematical techniques.
06 – Ability to solve problems.
07 – Being able to use technology.
14
Table 4. Frequency level of technical skills competency in electricity distribution jobs.
Level
No Job description 01 02 03
1 Planning for the implementation of the Cubicle 2 2 66
2 Preparing for the implementation of the Cubicle 1 68 1
3 Implementation of the Cubicle (Outgoing) operation 3 67 –
4 Report on the implementation of the Cubicle 66 3 1
5 Evaluating the results of the implementation of the 2 2 66
Information:
Level 01 – must be able to: (1) implement a process that has been determined; (2) assess quality based on predetermined
criteria.
Level 02 – must be able to: (1) manage the process; (2) specify the criteria for evaluating the process.
Level 03 – must be able to: (1) determine the principles and processes; (2) evaluate and remodel process; (3) determine
the criteria for evaluating the process.
K, L, M and N. The third work group consists of 4 CONCLUSION

sixteen work obligations, which are O, P, Q, R, S,
T, U, V, W, X, Y, Z, AA, BB, CC and DD. The conclusions of this study are that: (1) there
are three groups of up to 30 jobs and job liabil-
3.2.3 Task components ity components forming the basic competences
The components produced take the form of work for the fields of operational and maintenance sub-
tasks built upon statements of the criteria for the competencies in power distribution engineering
duties and the guidelines for the development of expertise; (2) there are as many as 150 job tasks
the duties (Norton & Moser, 2008). forming the basic competences in the fields of
There are five basic tasks of work in the field operational and maintenance sub-competencies in
of 20 kV medium-voltage distribution networks, power distribution engineering expertise.
which are: planning, preparing, executing, creat-
ing reports, and evaluating the implementation
of the specific job. The result is 150 component ACKNOWLEDGMENTS
work tasks, coded from A.1, A.2, A.3, A.4 and A.5
through to DD.1, DD.2, DD.3, DD.4 and DD.5. The authors would like to thank the work opera-
The frequency of different work levels in the tives and technicians of PT PLN (Persero), which
field of 20 kV distribution network competency is has provided funding for this research.
shown in Table 4. In general, the planning of the
implementation and the evaluation of the results
of the implementation operation are the job duties REFERENCES
that have the highest frequency of level-03 compe-
tencies, which involve: (1) being able to determine Badan Standar Nasional Pendidikan (BNSP). (2007).
the appropriate principles and processes; (2) being Landasan Pengembangan KTSP.
Departemen ESDM. (2001). Keputusan Menteri
capable of evaluating and remodeling the proc- ESDM Nomor 2052.k/40/MEM/2001, tahun 2001,
esses; (3) being capable of determining the criteria tentang Standardisasi Kompetensi Tenaga Teknik
for evaluating the process. Ketenagalisrikan.
The job duties that have the highest frequency Departemen ESDM. (2001). Keputusan Menteri ESDM
at the next working level (level-02) are preparing Nomor 2053.k/40/MEM/2001, tahun 2001, tentang
for the implementation, and performing the opera- Penentapan dan Pemberlakuan Standar Kompetensi
tion, where operatives should be able to manage Tenaga Teknik Ketenagalisrikan.
the process and determine the criteria for evalu- Depdiknas. (2007). Kurikulum KTSP 2007. http://www.
ating the process. The job of making a report on scribd.com/search?cx=007890693382555206581.
Finch, C.R. & Crunkilton, J.R. (1999). Curriculum devel-
the implementation operation has the highest opment in vocational and technical education. Need-
frequency of level-01 competencies, where the ham Heights, MA: Allyn & Bacon.
operative should be able to implement predefined Norton, R.E. & Moser, J.R. (2008). DACUM handbook
processes and assess quality based on predeter- (3rd ed.). Columbus, OH: Center on Education and
mined criteria. Training for Employment.
15
The Indonesian national competency standards in technical

and vocational education and training: An evaluation of policy
implementation in Indonesia
M. Sayuti
Ahmad Dahlan University, Yogyakarta, Indonesia
ABSTRACT: To develop the Technical and Vocational Education Training (TVET) system in Indone-
sia, competency standards have been borrowed globally and implemented as part of the national agenda
for skills recognition and qualifications. Little research exists regarding the effectiveness of the imple-
mentation of the Indonesian version of competency standards, named Indonesian National Competency
Standards (SKKNI), in Indonesian TVET institutions. This study conducted empirical surveys based on
comprehensive questionnaires, followed by individual and group semi-structured interviews, as well as
the analyses of relevant documents. It involved participants from two types of institutions in Indonesian
TVET that were managed by two different ministries, together with implementers from relevant institu-
tions. The first institution type were the Vocational Training Centers (BLKs) of the Ministry of Man-
power, which assumed the leadership of the development of the SKKNI policy. The second type were the
Vocational Senior Secondary Schools (SMKs) of the Ministry of Education and Culture, which was the
main regulator and provider of education and training in education institutions nationally. Our findings
revealed that: the policy of SKKNI was poorly established; the resources for implementation of SKKNI
(financial, curricular and training workshops) were limited; there was tension and rivalry between the two
ministries and a lack of coordination and cooperation in implementation; the commitment of implement-
ers was generally insufficient, although participants from a small number of TVET institutions implement-
ing the SKKNI showed a high commitment to implementation; the support from external stakeholders
(industry and the public) was insufficient; teacher disposition was a significant contributor and predictor
of teacher performance in implementing two aspects of SKKNI (certification and curricular aspects),
with certified teachers showing better disposition and performance in implementing SKKNI.
1 INTRODUCTION of Technical and Vocational Education and Train-

ing (TVET) globally is the introduction of com-
According to the 2003 Act of the National Educa- petency standards in its systems (ILO, 2006, 2009;
tion System, the basic mission of Vocational Senior Stanwick, 2009).
Secondary Schools (SMKs) is preparing students In Indonesia, the idea of competency standards
for a specific job (Undang-Undang, 2003). How- was linked to the earlier suggestion of Paspor Ket-
ever, relevant studies have identified that the unem- erampilan (Skills Passport), which was proposed
ployment rate of SMK graduates is higher than in 1997 in the document Keterampilan Menjelang
that of senior high school (Sekolah Menengah Atas 2020 untuk Era Global (Skills toward 2020 for a
or SMA) graduates (BPS, 2010, 2013; Chen, 2009; Global Era) from the Ministry of Education and
Suryadarma et al., 2007). As a result, the relevance Culture (MoEC) (Supriadi, 2002). However, this
of SMKs have attracted public concern, and the proposal was never established or implemented
government has been dealing with this challenge due to the economic and political crisis at the end
for decades (Kemendikbud, 2007, 2011, 2012; of the 1990s.
Kurnia et al., 2014; Supriadi, 2002). Efforts have Six years later, a similar agenda of developing
been made to improve the relevance of SMK to the Skills Passport emerged once more, under a
the jobs market. These efforts have been focused different name of ‘national competency stand-
on improving teacher quality, building workshop ards’, when the 2003 Manpower Act was prom-
facilities and developing curriculum relevant to ulgated. On this occasion, the resurfacing of the
industry demands (Kemendikbud, 2007, 2011, initiative to develop competency standards was led
2012; Kurnia et al., 2014). However, the relevance by the Ministry of Manpower (MoM) and not by
of SMK to the job market is still problematic. One the MoEC (the ministry that originally proposed
of the emerging models in improving the relevance the idea of the Skills Passport).
17
The Ministerial Regulation concerning the Proce- 2006). This adoption thereby located the Indone-
dure for the Development of the Indonesian National sian SKKNI as part of the regional and global con-
Competency Standards (SKKNI) addresses two text of the policy. The following section links the
main aspects: the first is SKKNI as a framework for development of SKKNI to its international context.
certification of profession (also known as certifica- The SKKNI policy has been in place for more than
tion of competency), and the second is SKKNI as a decade. Regulations for implementation have been
a framework for Competency-Based Education and developed, implementing agencies have been estab-
Training (CBET) (Peraturan, 2012). The 2003 Man- lished and programs related to the curriculum and
power Act also stipulated the establishment of an the certification aspects of the policy have been car-
implementation agency in the area of SKKNI as an ried out. Despite these efforts, little is known about its
institution responsible for certification of profession effectiveness because it is very difficult to find reports
(Peraturan, 2007). In August 2004, the Indonesian of how the policy has performed and what the subse-
government put into effect Presidential Regulation quent outcomes of the policy have been.
No 23 regarding the Indonesian Professional Certifi-
cation Authority (BNSP) (Peraturan, 2004).
Despite the strong legal standing of the BNSP, 2 LITERATURE REVIEW
which was directly responsible to the Indonesian
President, a report by the BNSP noted that the Global interest in National Competency Standards
performance of the certification aspect of SKKNI (NCS) and National Qualifications Frameworks
was far from satisfactory. The report showed that (NQF) arose because of a number of political and
ten years after the 2003 promulgation, certifica- economic factors. The assumption that employers
tion activities involved 19,052 certified assessors are in the best position to identify training needs is
across the country, 115 certified master assessors reflected in the primary role of the private sector in
(qualified as a trainer of assessors), and 41 certi- neo-liberal economies (Allais, 2003; Young, 2005).
fied lead assessors (qualified as a trainer of asses- Most of the development of NCS is led by the pri-
sors and as a chief of certification processes), with vate sector rather than by unions or governments
a total number of SKKNI certificates awarded (Young, 2009). The second political context of the
of 2,086,688. This number was low compared to development of NCS/NQF is shown by the initial
the government target of five million certification motive of certifying otherwise unqualified school
awards by 2014 (BNSP, 2014a). leavers (Young, 2005); previously, the unqualified
In its basic mission of preparing students for a workforce only had opportunities for employment
specific job, SMKs have to cope with an unequal in manual jobs. The third political function of
distribution in the number of teachers and time the development of NQF is to provide a political
allocation for core vocational subjects (the Produk- instrument to control employers (Young, 2009).
tif subjects) when compared to the two other subject The gap between the training sector and the work-
groups, and the poor quality of training workshops place is a persistent problem. NCS/NQF, there-
(Kemendikbud, 2012; Wastandar, 2012). fore, switches control from educational providers
In contrast to SMKs, the Balai Latihan Kerja to employers in the determination of workforce
(BLK) vocational training centers established to employability (Allais, 2007; Young, 2003).
help senior high school graduates develop special- Much research into NCS/NQF reveals that pol-
ized skills, which are directly under the auspices of icy borrowing has extended into the global adoption
the MoM, have stronger regulations to guide imple- of NCS (Allais, 2010; Chakroun, 2010; Ernsberger,
mentation of the two aspects (certification and cur- 2012). The most borrowed model of policy for NQF
riculum) of SKKNI. Government Regulation No comes from three countries, England, Scotland and
31 (2006) mandates BLKs to implement SKKNI as New Zealand, where NQFs have been in place since
a resource for CBET and certification of compe- the 1980s (Young, 2005). Nowadays, more than
tency as the framework to develop students’ com- 138 countries have implemented, or are adopting,
petency (Peraturan, 2006). However, reports reveal NQF into their national policy (Young & Allais,
that the implementation of CBET and certification 2013b). Allais (2010) categorizes the adoption of
of competency in BLKs has so far been unsuccess- NQF by a country into five stages, which are: (1) a
ful. Little is known about the factors relating to the country with official establishment through policy/
failure of the delivery of SKKNI in BLKs, which regulation and a framework for the NQF objective;
are under the management of the ministry regulat- (2) a country that is in the process of development
ing the policy (the MoM). and implementation of NQF; (3) a country that
The government regulation stated that the devel- is exploring how the model of NQF sits within its
opment of competency standards in SKKNI should national context; (4) a country that is considering
adopt the Regional Model Competency Standards NQF adoption; (5) a country that has established or
(RMCS) of the International Labour Organiza- is establishing a competency or competency-based
tion’s regional office in Bangkok, Thailand (ILO, framework with different levels and areas.
18
In Indonesia, as we have already seen, the con- factors), and the disposition of implementers (Hill
cept of SKKNI grew from Paspor Keterampilan & Hupe, 2002; Van Horn & Van Meter, 1977). In
(Skills Passport) that was first proposed in 1997 by developing their theoretical framework, Van Meter
the Ministry of Education and Culture (MoEC). and Van Horn describe themselves as having been
The proposal covered four levels of competency, ‘guided by three bodies of literature’ (1975, p. 453).
which included international standards, regional The first is organizational theory, and particularly
standards, national standards and general skills as a work on organizational change; the second is stud-
passport to work in home and small industries with ies of the impact of public policy and, in particular,
the emphasis on improving livelihoods in rural and of the impact of judicial decisions and third, some
remote areas (Supriadi, 2002, p. 453). However, this studies of intergovernmental relations (Van Horn
proposal did not materialize due to the Indonesian & Van Meter, 1977; Van Meter & Van Horn, 1975).
economic and political crisis at the end of the 1990s. The Van Meter and Van Horn model of implemen-
The Indonesian government established a spe- tation analysis extensively utilizes existing studies of
cial agency responsible for the implementation of policy implementation (Hill & Hupe, 2002; O’Toole,
certification of competency under the SKKNI 1986). These include the study by Zeelen et al. (2011)
framework. The establishment of the National evaluating the implementation of vocational educa-
Authority for Certification of Profession (BNSP) tion in South Africa, the study by Harris (2013) evalu-
was mandated by the 2003 Manpower Act, Article ating the sport development program in the UK, the
18 Paragraph 4. According to a report published study by Webster (2005) of education policy in the
in 2014, the BNSP established 113 professional USA, the study by Marsh and Walker (2006) of hous-
certification bodies (LSPs) in 2013 and increased ing policy in the UK, the study of sport policy in Nor-
these to 133 in 2014; the figure was expected to way by Skille (2008), and the study of Baharom (2008)
reach 300 in 2015 (BNSP, 2014b). According to the in evaluating the implementation of human resources
same report, there were 1,715 assessment centers development in Malaysian public universities.
(TUKs), 7,881 assessors and 1,954,858 certificates
of competency granted in the period from 2006 to
2013 (Kemenakertrans, 2013). 3 METHOD OF THE STUDY
A study by Allais (2010) identified underlying
issues in the implementation of NCS/NQF. The The current study consists of quantitative and
first topic identified was the eminent relationship qualitative components, which provide distinc-
between competency standards and the qualifica- tive approaches in educational policy study. As
tion framework. In Botswana, there were ‘qualifi- both components are combined in answering the
cations consisting of parts which could be separately research questions, the research design can be clas-
awarded, and which were defined through learning sified as mixed-method. Creswell and Clark (2011)
outcomes or competencies’ (Allais, 2010, p. 39). In describe mixed-method research as a mixing proce-
Sri Lanka, ‘there is a seven-level National Voca- dure for collecting and analyzing quantitative and
tional Qualification Framework which so far has qualitative research in a single study to understand
competency standards for 45 qualifications, based research problems. The benefit is that mixed meth-
on 63 skills standards’. In the first instance, the ods can provide opportunities for analyzing mul-
problematic implementation of competency stand- tidimensional realities through a variety of data
ards as a foundation of qualification was revealed. resources and data collection techniques (Johnson
Thus, in Botswana, the development of compe- & Onwuegbuzie, 2004). However, mixed-method
tency standards was reported as slow and ‘most research not only combines two different strands
training providers do not offer courses based on the of research, it also involves merging, integrating,
newly developed standards’ (Allais, 2010, p. 40). linking, embedding or mixing quantitative and
A similar problem was reported in South Africa, qualitative data (Creswell et al., 2003).
where ‘most of the outcomes-based qualification The quantitative data was collected using ques-
and unit standards (another term for competency tionnaires with teachers at Vocational Training
standards) have never been used’. Centers (BLKs) and Vocational Senior Second-
In achieving the purpose of the current study, ary Schools (SMKs). The qualitative data for this
the implementation of SKKNI was evaluated study was collected using semi-structured inter-
under the lens of the Van Meter and Van Horn views with senior officials in the various relevant
(1975) implementation model. In analyzing the institutions (BLKs, SMKs, MoEC, MoM, TUKs,
implementation process, this model is consid- LSPs, BKSP and BNSP) as well as teachers.
ered as simpler by virtue of proposing six broad Interviews were also conducted with the national
variables, which include standards and objectives, authorities of the SKKNI in the MoM, the BNSP
resources, inter-organizational communication, the and a human resources person in the MoEC.
characteristics of the implementing agencies, the The analysis of the data gathered from the survey
economic, social and political conditions (external method focused on descriptive aspects of samples
19
(descriptive analysis), comparative analyses among SMKs had, at some level, implemented the certifi-
the relevant variables, exploratory factor analysis cation and curriculum aspects of SKKNI in their
and correlation between the disposition and per- teaching activities. However, teachers’ performance
formance of teachers. The quantitative data analy- at this micro level seemed insufficient to facilitate
sis for this study included (1) descriptive analysis, (2) implementation at the institutional (macro) level
exploratory factor analysis, and (3) regression anal- by, for example, establishing TUKs or sending stu-
ysis. The four areas of quantitative analysis were dents for certification. Teachers’ performance in
facilitated by IBM SPSS (2013, Version 20) statis- implementing SKKNI in the classroom may influ-
tical software. The analysis of the qualitative data ence students’ competency, but without the estab-
applied thematic analysis using as the coding refer- lishment of TUKs and professional development/
ences the five factors in the implementation process training courses for teachers, success in implement-
described by Van Meter and Van Horn (1975), and ing the policy is unlikely. Successful implementa-
the six conditions of effective implementation con- tion of policy requires adequate financial resources,
ceptualized by Sabatier and Mazmanian. training workshop facilities, and a commitment by
teachers/principals/staff to organize these activities
and other managerial support.
4 RESULTS
5 CONCLUSION
4.1 The macro indicators of implementation
performance
The results of the analysis led us to conclude that
At the macro level, the implementation of the more than a decade after the promulgation of the
SKKNI in two types of TVET institution in SKKNI policy, the implementation has been inef-
Yogyakarta province was found to be ineffective. fective. Accordingly, Indonesian TVET sectors
More than ten years since the promulgation of the have, so far, not received any significant benefit
policy of SKKNI, only five percent of TVET insti- from the promises of the global policy of compe-
tutions have established TUKs, all being SMKs tency standards, not to mention the impact of the
and none BLKs. The establishment of a TUK in policy on society. Complex problems in the five
the TVET sector is regarded as a key indicator of factors involved in implementation processes have
SKKNI policy implementation. There were TUKs hindered the adoption of SKKNI by the TVET
in four courses (curriculum clusters of competencies) sector as an instrument for improving its relevance
out of the 45 courses offered in the SMKs (8.89%). to the job market.
Young and Allais (2013) have identified that the suc- The absence of comprehensive study underpin-
cess of certification of competency is dependent on ning the policy-making process suggests that the gov-
the availability of assessment centers and assessors. ernment intended simply to imitate the global trend
The limited number of TUKs in TVET institutions without making serious commitment and effort to
in the province indicates that the implementation of learn how the policy works in other countries. The
SKKNI at institutional level has been ineffective. recent hasty initiative to accelerate the implementa-
The second macro-level indicator for the effec- tion of SKKNI in reaction to the regional free flow
tiveness of the implementation was measured by of skilled labor under the agreement associated
the participation rate of teachers and students with the Association of South East Asian Nations
in the certification of competency process under (ASEAN) Economic Community, which comes into
SKKNI. After a period of more than ten years effect in 2015, further demonstrates the frivolous
since implementation, the number of certified attitude of the government to the policy.
teachers and students was small compared to the The findings of the current study suggest that
total numbers of teachers and students enrolled. policy borrowed from developed countries or an
The percentage of teachers certified in their area international agency will not be effectively imple-
of competency was 37.63% and the percentage of mented without fulfilling the key implementation
students involved in certification of competency factors, including sufficient understanding of the
was less than one percent. local context and the uniqueness of the policy
environment. The analysis of the SKKNI policy
implementation process provides an overarching
4.2 The micro indicator of implementation
perspective on how a local policy environment
performance
affects the ineffectiveness of a borrowed policy.
The effectiveness of the policy at the micro level
was measured by assessing teachers’ performance in
5.1 Policy implications and recommendations
implementing two aspects of SKKNI in their teach-
ing activities. The results from statistical analysis of Given the findings outlined above, three policy rec-
the questionnaires show that teachers in BLKs and ommendations are proposed. First, the conclusion
20
can be drawn from the results reported that the institutions in Indonesia. A future investigation
implementation of SKKNI was ineffective because should include participants from the other imple-
of a poorly formulated policy, inconsistencies in the menting ministries to ensure a more comprehen-
policy, sectorial ego and inter-ministerial rivalry, sive picture and a better understanding of their
and the fragmented authority and management internal policy environments. Second, further
of TVET. The SKKNI policy needs to be reorgan- research should be conducted to investigate the
ized to harmonize with three other interconnected views from industry in relation to the implementa-
policies (certification of competency, competency- tion of SKKNI. Third, further research should be
based education and training, and the newly regu- conducted to investigate the implementation of the
lated Indonesian Qualification Framework). The SKKNI policy in the broader geographical areas
reorganization of the four policies may necessitate of Indonesia that represent great educational and
the development of a prescriptive Law that will cultural diversity and unique policy environments.
harmonize the conflict of interest among the min-
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22
An analysis of determinants and obstacles of vocational high school

students’ internships
R.I. Rokhmawati & S.A. Wicaksono

Fakultas Ilmu Komputer, Universitas Brawijaya, Jawa Timur, Indonesia
ABSTRACT: Vocational high school students find difficulties in applying for standardized professional
jobs. The Indonesian government has a program that implements internship called Dual System Educa-
tion (PSG). One objective of the internship is that students acquire professional skills through practical
work in industry, so that they have professional expertise and are able to compete in applying for jobs.
Internship placements for vocational high school students often do not match the student’s competence.
This study invokes person–job matching theory to help students identify their characteristics in accord-
ance with an occupation, in order to achieve a reasonable match between person and career. The exercise
of this theory will reveal the determinant factors and obstacles around vocational high school students’
internships, which is the main purpose of this study. This study is descriptive research that involves stu-
dents, teachers and stakeholders.
1 INTRODUCTION that many students admitted to university after

graduating from school also had no qualified job
The Indonesian government has a program called target, exacerbated by the structure of the school
Dual System Education (PSG), which is implemented education and curriculum systems setting unrea-
through internships as a joint program between voca- sonable expectations (Shi & Sun, 2016). They found
tional high schools and industry, as is implemented in that after graduation they faced a gap between their
the industrialized world. The vocational curriculum knowledge and industry’s demands. Consequently,
states, ‘internship is a pattern organizer training pro- it is hard to find a match for professional work.
gram run jointly by the vocational high school with Malang is often referred to as a vocational edu-
industry/professional associations as institutional cation city because the ratio of vocational and
partners, with planning, implementation, evalua- senior high schools is 50:50 in both public and
tion and certification as an integral program using private schools (Pemerintah Kota Malang, 2015).
a variety of alternative forms of execution, such as A total of 55.7% of vocational high schools in
day release, block release, and so forth’. It means Malang have at least four ICT skills programs,
that implementation of Dual System Education is an including Software Engineering (RPL), Compu-
integral part of the whole implementation of national ter and Network Engineering (TKJ), Multimedia,
policy regarding link and match in vocational high and Animation (Direktorat Pembinaan SMK,
school. However, current implementations of intern- 2015). Software Engineering (RPL) and Compu-
ships show that the results are not good enough, ter and Network Engineering (TKJ) are the most
with low levels of knowledge assimilation and low popular ICT skills programs in Malang, and both
relevance (Yani, 2013). Yet, vocational students often give Malang the potential to have graduates who
face various obstacles in the internship application are competent in IT. However, stakeholders make
process. Internship placement often does not match a different assessment of the vocational students’
the students’ competence (Ningsih et al., 2012). Nev- competence during their internships.
ertheless, feedback from carrying out the pilot work Students who do not have well-defined career
of the modern internship system should improve planning during their learning in vocational high
the quality of vocational education and point in the school have no goal or motivation. That means
direction of promoting better employment of voca- that the students’ comprehension skills do not
tional high school students (Shi & Sun, 2016). mature. This is the reason why this research has
Vocational high school students face the real involved students, teachers, and stakeholders in
world after three years of study and they must examining determinants and obstacles of voca-
prepare themselves for getting jobs in industry. tional high school students’ internships, seeking to
Through internships, vocational high schools have base its conclusions on all three points of view.
a role in ensuring that students’ competencies The theory of person–job matching is based on
match industry’s needs. However, the reality shows personal subjective conditions, which means that
23
individuals have certain possibilities of having jobs. house that represents a stakeholder. The students
In the matching phase, a person can select a job suit- involved in this study were students who had been
able for their personal career (Shi & Sun, 2016). Per- carrying out an internship.
son–job matching is also known as person–job fit.
Person–job fit is defined as the degree to which an
individual’s knowledge, preferences, activities and 3 RESULTS AND DISCUSSION
skills match the job requirements (Bhat, 2014). ‘Fit’
or ‘match’ can also refer to the individual’s fit with 3.1 Vocational high school teachers’ point of view
their organization, with the work team they are a Data was produced from two kinds of school:
member of, with the physical and cultural environ- those that are implementing internship placement
ment they work in, and with the actual work they systems determined by the vocational high school
are required to do (Latham, 2007). Person–job (School A), and those in which the internship
matching helps individuals find their characteristics placement system is determined by the students
consistent with an occupation, in order to achieve (School B). According to the interview with the
a reasonable match between people and career. The headmaster, School A places students based on
importance of this theory is that improving per- test scores achieved during classes. Usually, there
son–job matching or fit can improve psychological is a separate unit that handles the internship place-
antecedents of work performance, such as job sat- ment. Schools with this system have partnerships
isfaction (Latham, 2007) and employee retention with multiple stakeholders. With this system, the
(Bhat, 2013). In this case, by the use of person–job school has more flexibility to set the priorities rec-
matching, students, schools and stakeholders can ommended for the students. For those students
define what they actually do, what they feel, and with less satisfactory test scores, the system is less
what they expect from internship placements. These accommodating of their needs, even though they
conditions can be used as the basis for defining the may have certain preferences and talents that can-
determinants and obstacles that will lead to identi- not be judged simply by test scores.
fication of the system requirements for a decision The system in School B was similar. However, the
support system for vocational high school students’ difference is that School B still provides an opportu-
internship placements. nity for students to choose an internship placement.
Henceforth, the number of students who have The weakness in this system is that students tend
lacked the opportunity to select their desired to choose an undemanding internship that lacks
internship places could be considered. It would challenge. Such a decision was often taken because
also be easier for schools to determine criteria for they did not understand their talents. In this situa-
internship placement in accordance with student tion, students need the teacher to act in the role of
needs and the internships available. For stakehold- a counselor to help them identify their talents. The
ers or CEOs, they would be better able to provide result of the students’ learning progress is measured
jobs that match students’ abilities. according to reports from the internship. These
reports do not have any measurement of feedback
from the students about their satisfaction and any
2 METHOD obstacles encountered during the internship. In
order to get more information about this, data were
The method used in this research is mixed-method identified and elicited from the students.
using quantitative and qualitative surveys. Quantita-
tive survey is used to reveal the students’ perceptions
3.2 Vocational high school students’ point of view
of internship implementation by using a question-
naire. Qualitative survey is used to reveal teachers’ Data were gathered for the students’ perceptions
and stakeholders’ perceptions of the implementation of the two kinds of majors, Software Engineer-
of internship based on interviews. The results from ing (RPL) and Computer and Network Engineer-
the questionnaires and interviews are divided into ing (TKJ), by using questionnaires. There were
two types, considering the determinants and obsta- 50 students from both majors that represented the
cles of vocational high school students’ internships. internship placement system determined by the
The population for this research was all of the vocational high school (School A), and 50 students
vocational high schools in Malang. The study that represented the internship placement system
used purposive sampling in relation to two types determined by the students (School B). Question-
of internship placement system, one determined naires used a 1–4 Likert scale to express their opin-
by the vocational high school and one by stu- ions from ‘Strongly disagree’ to ‘Strongly agree’.
dents themselves, so two vocational high schools Table 1 shows students’ perceptions of the imple-
were selected that were implementing the different mentation of internships.
systems. The sample for this research was 100 stu- Using Table 1, our analysis was derived from the
dents, two teachers, and two CEOs of a software best practices in each type of system. For School
24
Table 1. Students’ perceptions of internships. several considerations in choosing internship places,
including whether internships involve jobs that fit
No. Aspect School A School B their abilities, whether their friends join the same
internship, whether the internship location is close
1 The process of 70% disagree 50% disagree
registering an (2 on scale) (2 on scale) to home (Koh & Chew, 2015), and opportunities to
internship is 30% agree 50% strongly be involved in projects. They also hope that if the
complicated. (3 on scale) agree internship goes well, they could be recruited as an
(4 on scale) employee. Difficulties include adapting when faced
2 Basic skill test 78% not 52% not with a project, the challenge of being disciplined,
before required required and the lack of information about the job opportu-
internship (1 on scale) (1 on scale) nities that are relevant to their basic skills. Students
acceptance. 12% strongly 48% strongly hope that the internships will condition their skills
required required so that they are ready for work, so the parameters
(4 on scale) (4 on scale) of internship placement are not only based on test
3 Internship 72% disagree 64% disagree scores, but other technical matters too.
placement is (2 on scale) (2 on scale)
appropriate 28% agree 36% strongly
to students’ (3 on scale) agree (4 on 3.3 Stakeholders’ point of view
expectation. scale)
4 Students’ 88% disagree 86% disagree According to the results of interviews, there are
competences (2 on scale) (2 on scale) two types of reason why CEOs accept students for
are appropriate 12% agree 14% strongly internships. First, a software house may require
to industry (3 on scale) agree (4 on many human resources for a project which is
needs. scale) incoming (at Place A). Second, it gives students an
5 Students involved 84% never 86% never illustration of working conditions and challenges
in project (1 on scale) (1 on scale) (at Place B). Table 2 shows stakeholders’ percep-
during 16% always 14% always tions about the implementation of internships.
internship. (4 on scale) (4 on scale) In addition to the conditions described in
6 Students invited 90% seldom 86% seldom Table 2, the industry wants students to understand
to create (2 on scale) (2 on scale) their other talents, beyond their basic skills. For
product during 10% often 14% always
internship.
example, students of software engineering need
(3 on scale) (4 on scale)
not always be programmers, but can also become
7 Students guided 10% disagree 1% disagree
on working (2 on scale) (2 on scale) UI designers. The important thing is that students
attitude. 90% strongly 86% strongly work with their passion, so that they work with-
agree (4 on agree (4 on out feeling pressured (Latham, 2007). In fact, there
scale) scale) are many areas of IT expertise can be tried by the
students. But inadequate information means that
the students do not have a lot of ideas of how to
A systems, 70% of students found the registration enhance their skills (Feng & Zheng, 2010).
process easy, because their schools organize intern-
ship placement. However, in both systems the stu-
3.4 Analysis of system requirement
dents wanted to be given the opportunity to choose
the internship placement. This is evident from the Based on the needs and the activity stream
results of the third question, which indicates that obtained from teachers, students and stakeholders
a majority of students are less than satisfied with (Kaub et al., 2016), this study can identify several
the results of their placement. Students need to be determinants and obstacles which have a role in
accustomed to knowing basic skills from the cur- vocational high school students’ internships. There
riculum well. In reality, they face the gap between are six determinant factors.
their own capabilities and the industry needs. Thus, First, the school’s procedure to determine intern-
they need to really understand and perform those ship placement. Several schools implement an intern-
basic skills from the curriculum well. The lack of ship placement system that is determined by the
ability means that industry rarely involves students vocational high school, and several use an internship
in their projects. Instead, students are generally placement system that is determined by students.
given regular and low-risk jobs, such as entering Second, partnerships between schools and
data, helping pay for the project, etc. Students need multiple stakeholders. Industrial partnerships will
ICT basic skills, because some of the industrial affect a school’s decision to provide recommenda-
placements involve the students in creating useful tions for their students. The partnership also deter-
products. During the internship, students are also mines the amount of opportunities available to
taught about working attitude, so this also needs students to be accepted or otherwise in a company
to be prepared in advance. In fact, students have (Ningsih et al., 2012).
25
Table 2. Stakeholders’ perceptions of internships. manding internships and a lack of challenge because
they do not fully understand their other skills. It
No. Aspect Place A Place B turns out that students’ preferences are diverse. There
1 Stakeholder Availability of CEO’s spare time are students who are willing and capable of being
preferences project that and students’ involved in projects. On the other hand, there are stu-
can be done. basic skills. dents who prefer to work on creative ideas. Students
2 The process Students submit CEO got a don’t have good attitudes to aspects of work such
of registering a proposal or recommendation as discipline and good communication with clients.
an internship portfolio; from a teacher or Schools must prepare students’ basic skills and atti-
school;
tudes to work before internships are implemented.
Basic skill test Basic skill test
required for required for
certain roles. certain roles.
3 Length of time Minimum of Flexible and adjust 4 CONCLUSION
six months or the prescribed
more. time. There are six main determinant factors in internship
4 Student Involve students Does not involve placement: (1) the school’s procedure for determining
involvement in the project students but
internship placement; (2) the partnerships between a
in the project or give low- invites to create
risk/regular product. school and multiple stakeholders; (3) the process of
jobs. registering an internship; (4) student preferences; (5)
5 Obstacles Gap between Gap between the length of the internship; (6) the opportunity to
knowledge knowledge become an employee. These six factors can be used
and industrial and industrial as a reference in determining the functional require-
demand; demand; ments of a decision support system for vocational
Students don’t Students don’t
have good have good
high school students’ internship placement.
attitude to attitude to work. Obstacles during internship include students tend-
work. ing to opt for undemanding internships and a lack
6 Allocation of At least two No allocation. of challenge, the diversity of students’ preferences,
internship students each and the poor attitude to work of some students.
students year.
7 Opportunities Give an Give an opportunity
to be opportunity for students who
employee for students qualified.
REFERENCES
who qualified.
Bhat, Z.H. (2013). Examining the relationship between P-O
fit and turnover intentions. PARIPEX—Indian Journal
Third, the process of registering an internship. of Research, 3(5), 158–159.
This factor can be broken down into parameters Bhat, Z.H. (2014). Job matching—The key to perform-
ance. International Journal of Research in Organiza-
such as need proposal or need recommendation,
tional Behavior and Human Resource Management, 2(4),
need basic skill test or not, etc. 257–269.
Fourth, student preferences, such as basic skills Direktorat Pembinaan SMK. (2015). Data Pokok SMK
and other skills required, involvement in a project Kota Malang.
or learning to create a product, the location of the Feng, S. & Zheng, B. (2010). Imperfect information, on-the-
internship, and the recommendation of friends job training, and the employer size–wage puzzle: Theory
recommendation, all of which is relevant to per- and evidence. IZA Discussion Papers, 4998, 2–48.
son–job matching theory (Bhat, 2014). Kaub, K., Karbach, J., Spinath, F.M. & Brünken, R. (2016).
Fifth, the length of time of the internship. Some Person–job fit in the field of teacher education. Teaching
and Teacher Education, 55, 217–227.
companies have decided upon a minimum length
Koh, M.F. & Chew, Y.C. (2015). Intelligent job matching
of time for internships of six months or more. with self-learning recommendation engine. Procedia
However, some companies were more flexible and Manufacturing, 3, 1959–1965.
adjusted the prescribed time. Latham, G.P. (2007). Work motivation: History, theory,
Sixth, the opportunity to become a permanent research and practice. London, UK: Sage.
employee. This factor was not directly affected by Ningsih, P.W., Lusiani, T. & Nurcahyawati, V. (2012). Ran-
the placement. However, it can be considered when cang Bangun Sistem Informasi Praktek Kerja Indus-
many graduates of vocational high school become tri Berbasis Web. Jurnal Sistem Informasi Komputer
employees of a company (Feng & Zheng, 2010). Akuntansi, 1(1).
Pemerintah Kota Malang. (2015). Jumlah SMA dan SMK
All of these factors can be used as a reference
di Malang Kota.
in determining the functional requirements of a Shi, H. & Sun, S. (2016). Research on the person–job
decision support system for vocational high school matching of vocational college students based on Java.
students’ internship placements. ICASET, 432–435.
The obstacles that arise during internships include, Yani, A.T. (2013). Pelaksanaan PSG di SMKN 15 Bandung
among others, students’ tendency to choose unde- (S2 thesis, p. 35). Universitas Pendidikan Indonesia.
26
Skill and personal development
Life-skill education model for empowering elderly people
A. Hufad, J.R. Pramudia & M.I. Hilmi

Department of Non-formal Education, Education Sciences Faculty, Universitas Pendidikan Indonesia,
Jawa Barat, Indonesia
ABSTRACT: A demographic bonus is indicated by the increasing number of elderly people and life
expectancy of a community. Having a large amount of experience, skills and wisdom, it is important for
the elderly to maintain their productivity. Therefore, a constructive effort is required. This research aims
to find ways for the elderly to maintain participation in the community without being a burden to the
family. Likewise, a life-skill intervention program was administered to maintain the independence of the
elderly. This study discusses the raw food material processing training provided to the elderly people as a
lifelong-learning education process.
1 INTRODUCTION pendence (Coombs & Ahmed, 1984) means being

able to physically, mentally, emotionally and finan-
The process of becoming old must be subject to cially fulfill all aspects of life. Independence is also
intervention to produce optimal results. In general, the freedom to act, not to rely on other people, not
there are two categories of behavior in facing the to be influenced by other people, and the freedom
aging process, that is, conscious acceptance of the to determine one’s life purpose.
old age and refusal of the reality of becoming old There is a significant amount of research on the
(Hurlock, 2002). The latter behavior lowers the empowerment of the elderly. To name a few exam-
quality of life, both physically and spiritually, bear- ples, the Faculty of Sociology and Social Work at
ing in mind the reducing physical conditions that the University of Bucharest created an adaptive
no longer support the individuals’ quality of life. strategy to empower the elderly socially and medi-
Therefore, positive behavior is important to peo- cally by studying the trends in the demography of the
ple who are at a more advanced stage of the aging elderly (Nistor, 2014). Interestingly, the Institute for
process. Likewise, attendance at life-skill training Health Research at Lancaster University developed
that suits the ability and needs of the elderly grows an inclusive model of caring for the elderly in which
their acceptance and the purposefulness of their the empowerment of the elderly is gained through
old age. the caring itself (Milligan, 2006). Meanwhile, the
Education and training provide independent Department of Nursing, at the Ehime Prefectural
learning opportunities that enable individuals to University of Health Sciences in Japan, studied the
discover their potential and develop their learning importance of family participation in the empower-
needs. In other words, education allows individu- ment of the elderly (Nomura et al., 2009).
als to create their characters. Government Regu-
lation No. 43 of 2004 mandates the development
of a life-long learning process for the elderly to 2 METHOD
be coordinated by the government, along with the
community, to empower the elderly so that they The study of education models to empower the
maintain their social function and actively partici- elderly is qualitative in nature. The condition and
pate in the community. Despite the regulation, the behavior of the elderly are described. Likewise, the
current education process pays little attention to result of the life-skill training is explained. The
the education of the elderly and mainly focuses on data were obtained from field notes, observations,
the education of young children and women. documentation, and interviews.
Independence is vital to the elderly so that they
may conduct their daily activities and maintain
their productivity (Surprayogi, 2009). The amount 3 RESULT AND DISCUSSION
of experience and knowledge that are gained
through their productive years are, indeed, exam- The life-skill education model that was imple-
ples for the younger generation. To that end, inde- mented in the study was constructed from the need
29
analysis of the Ash-Shoodiq Community Learning Aside from the aforementioned problems faced
Center. Figure 1 depicts the education model. by the elderly, there are various amounts of envi-
In a good society, there are strategies to empower ronmental and social potential that support their
each other. (Ife, 2008). The empowering proc- empowerment. The environment in which this
ess aims at elevating the ability and power of the study was conducted was fortunate that it has been
unprivileged groups. There are three unprivileged producing high-quality natural produce, especially
groups. The first group is determined by class (the cassava. In fact, cassava has been the staple food
poor, the unemployed, the low-salaried, and the of the community. The tradition of consuming
social security recipients), gender (women), and cassava has been transferred from generation to
race (the local minority). The second group con- generation for decades. Therefore, cassava is highly
sists of the elderly, the young, the disabled, and the valued by community members. The environment
homosexual/lesbian community, as well as remote and surroundings were also suitable as a tourism
and isolated communities. The last group is those destination. Meanwhile, a community learning
who suffer from personal problems such as losing center has been established to initiate and support
loved ones, loneliness, dealing with family problems, the empowerment of the community. Moreover,
suffering from identity crises and sexual problems. community members were found to have a signifi-
Focusing on elevating the ability and power of cant level of empathy and made a contribution to
the elderly, this training model begins with initial the empowerment process.
research to thoroughly understand the needs of As far as the purpose of the study is con-
the community and ends with three types of out- cerned, the training aims at making the elderly
come, namely short-term, medium-term and long- independent, at least enough to meet their basic
term. Initial study of community learning shows needs. Therefore, the inputs to this program were:
that most of the elderly were highly dependent on 1) skilled and experienced instructors who have
their family members. This is due to the fact that networks to support the learning process; 2) a
their education level was low so that they were program manager to manage the conduct of the
lacking in knowledge and were not confident in training program; 3) program liaison to assist with
communication. As a result, their productivity the post-training program in which counseling is
was low and insufficient to make ends meet. They given to community members; 4) a suitable budget;
have, therefore, been relying on their families for 5) infrastructure and facilities, such as classrooms
support. and teaching resources.
Condition loput Output Outcomes
A<tirity Short term Medium L·ou;g term
..
b . ~of
a. Experieoced Participation tmn
instructors a . Life-ski! .a. A~ to
tn.o'i'led;,e. ad a.. KIIOVt.ed'ge a. SOcia
low """'octMty b. Proga.m u a~ o. NeeD
C<ISX~Vi
'"''' p.aJticipatio n
c... l..e= ~ ;,nd admiBistrato rs b. cassav:a opdc ossessment b. A~ to
opok and
d. Timid
c. Program
fialson
ar>d
semprong
b. Teaching-
le;uning
sempmng
prodlJCtion
.,.,
learn from b. Entrep.rene
ur ~t»p
prodliC!ion method b.eonfide.oce, aootl>er
d. FDa oce
.-
c. EVau.atioo se'Edion receptivene c. A~ to
e. Idea! ar>d c. ParOOp atory and e
ar>d
··~ da:SUOO.m!- r eflection cutticulum coope ra tive
,.
.sv ppcort commliR'ica
f. Te.ac!Wtg d. EXperieoce
~-Community
~ ~~ l
ar>d c. """
Abitity to
e.xpbra tion prodoce
ca:s::s:av:a
opok and
semprong
Figure 1. Life-skill education model for elderly people (Logic Model Adaptation).
30
Given the presence of high-quality cassavas 4 CONCLUSION
and the highly valued traditions associated with
them, the learning activity focused on innovating Life-skill education for the elderly is important
around the reputable raw food material to create in creating independence. The education model
high-quality traditional snacks. The traditional is constructed according to the community’s need
snacks are the opak, or cracker, and semprong – a and the available local resources to establish inde-
crunchy thin cookie. The community, in fact, have pendence, reduce reliance, and help make ends
preserved the traditional recipes for generations. meet financially.
The learning activity also focused on the evalua-
tion and assessment of the learning process.
Following the learning activities are the partici- REFERENCES
pation aspects which cover the need assessment,
the use of suitable learning methods, the curricu- Coombs, P.H. & Ahmed, M. (1984). Memerangi Kemiski-
lum and market potential, as well as the learning nan di Pedesaan Melalui Pendidikan Nonformal. Ter-
activity that explores the community members’ jemahan. Jakarta, Indonesia: Rajawali Press.
learning experience as part of the learning princi- Hurlock, E.B. (2002). Psikologi Perkembangan: Suatu
Pendekatan Sepanjang Rentang Kehidupan. Surabaya,
ples of andragogy. Indonesia: Erlangga.
The last component of the education model Ife, J. (2008). Community development. Yogyakarta, Indo-
for the elderly concerns the outcomes. The first nesia: Pustaka Pelajar.
of these is the short-term outcome that focuses on Milligan, C. (2006). Caring for older people in the 21st
cognitive, affective and psychomotor skills. In this century: ‘Notes from a small island’. Health & Place
case, the cognitive skill is the skill to process the Journal, 12, 320–331.
cassava into the opak and semprong. The affective Nistor, G. (2014). New educational strategies regarding
skills are the confidence, the broad-mindedness, quality of life for elderly people. Procedia-Social and
and the ability to cooperate with peers that result Behavioral Sciences Journal, 142, 487–492.
Nomura, M., et al. (2009). Empowering older people
from the training. with early dementia and family caregivers: A partici-
The second of the outcomes is the medium-term patory action research study. International Journal of
one that results in the ability of the elderly to apply Nursing Studies, 46, 431–441.
their knowledge, behaviors and skills so that they Peraturan Pemerintah Republik Indonesia Nomor 43
are able to work, to educate those who are in need, Tahun 2004 Pelaksanaan Upaya Peningkatan Kes-
and to interact with their surroundings. The last ejahteraan Sosial Lanjut Usia. 18 Oktober 2004. Lem-
outcome is a long-term outcome in the form of the baran Negara Republik Indonesia Tahun 2004 Nomor
active participation of the elderly in social activity. 144. Jakarta.
Moreover, the elders are expected to utilize the life Suprayogi, U. (2009). Pendidikan Bagi Masyarakat Lan-
jut Usia. Bandung, Indonesia: Rizqi Press.
skills acquired to develop their own businesses and
educate their peers.
31
Developing national core standard for TVET personnel in the

Malaysian education system
A. Ismail, R. Hassan, M.M. Mohamad & D.I. Rosli

Faculty of Technical and Vocational Education and Training, Universiti Tun Hussein Onn Malaysia,
Batu Pahat, Johor, Malaysia
ABSTRACT: This study centered on the implementation of a national core standard for TVET (Tech-
nical and Vocational Education and Training) personnel, especially teachers in Malaysian TVET institu-
tions. Descriptive and open-ended survey methods were adopted for this study from TVET institutions
in Malaysia. The findings showed that Malaysia has a unique certification called Vocational Training
Operation (VTO) made to purpose for the TVET trainer. The contents of this program encompass both
technical and skills training. However, there are certain issues that need to be taken into account in order
to propose this certification as a requirement to become a TVET teacher. It was recommended that the
government, TVET institutions and other stakeholders should give more recognition to the national core
standard for TVET teachers as the main criteria to select a qualified TVET teacher.
1 INTRODUCTION achievement and skill in controlling the class. An

enhancement to this standard could be made by
Teaching standards are simply defined as evalu- emphasizing skills relevant to TVET teacher ideal
ation points for teachers’ performance. Under- competencies.
pinning this idea of teaching standards within The main underlying issues and problems found
literature on teacher education is the notion of in this study are: (1) Many instructors lack compe-
teacher competence (Pauline, Noor & Kung, tency as there is no framework (or competency pro-
2012). Research in teacher education has shown file) which has been developed for TVET teachers,
that teacher competence is a prerequisite to effec- (2) the study course for TVET teachers does not
tive teaching and learning because of its strong provide the practical pedagogical skills required by
relationship to students’ learning outcomes, be the teacher during their real job, and (3) there is no
it academic or otherwise. The Malaysian Teach- current framework or path in training being devel-
ing Standard (MTS) is based on the assumption oped for instructors.
that improving teacher competence will ensure
that high standards of education are achieved
not only academically, but also in other areas of 2 OBJECTIVE
development. The question is whether improving
teaching competence alone is enough to achieve The general objective of this study is to identify the
educational excellence especially in TVET. This practices of the Malaysian current system in devel-
statement forms the center of this paper, and oping and implementing their national core stand-
the concerns raised through critical observation ard for TVET personnel which will be used as inputs
of teachers’ capability triggers the framework of in developing core standards for TVET teachers.
effective standard. The specific objectives for this study are to identify
Based on the MTS, there are three major com- the development and implementation of national
ponents: (1) Professional Teaching; (2) Knowledge TVET personnel core standards of Malaysia.
and Understanding; and (3) Teaching and Learn-
ing Skills. Standard 1 consists of three domains
which are personal, professional and social. In 3 METHOD
the aspects of Standard 2, a teacher should be
knowledgeable in the objective of the education, In this study, primary data were gathered from three
the subject’s content, Information and Commu- main TVET providers in Malaysia. Primary data
nication Technology (ICT), teaching strategy and was obtained directly from respondents via a writ-
the assessment. Standard 3 covers the aspect of ten questionnaire. 101 respondents from these three
teaching preparation, skill to deliver the teaching ministries were successfully traced and responded.
and learning, assessment skill to increase student This study employed quantitative analysis.
33
4 CURRENT ISSUE source of evidence, and e) participants progress
through the instructional program at their own
The teacher or educator is responsible for the rate by demonstrating the attainment of the
development of learners into knowledgeable and specified competencies.
able people who are well-equipped and prepared A competency model describes the combination
for the nation’s development. There are many of knowledge, skills and characteristics needed to
criteria of a good teacher. In TVET, teachers are effectively perform a role in an organization and is
sometimes known as trainers, and they should used as a human resource tool for selection, train-
have a certain ability in technical and vocational ing and development, appraisal and succession
skills. TVET teaching competencies are defined as planning. Identifying and mapping these compe-
an integrated set of technical competency, learn- tencies is rather complex. Skills can range from
ing and methodological competency, and human highly concrete proficiency like the ability to oper-
and social competency all of which are needed ate a particular machine or to write a sentence, to
for effective performance in various teaching far less tangible capabilities, such as the ability to
contexts and didactic approaches (Spottl, 2009). think strategically or to influence others (Sanghi,
These three clusters are the basic components of 2007).
the holistic ‘K-worker’ produced in Malaysia and
were adopted from the above definition.
Ninety-eight competencies were identified in 5 RESULTS AND DISCUSSION
both the literature review and the focus group
discussion method. These competencies reflect The respondents for this study were selected from
the range of attitudes, attributes, knowledge, and three main ministries that provide TVET train-
strategic and tactical skills that were are by elec- ing. The details of the respondents are shown in
trical instructors (Ali, Kaprawi & Razally, 2010). Table 1. Most of them are from an educational
The concern today is not so much about the value background with a specific vocational skill.
and importance of VTE but how to ensure its rel- There are many standards recommended for
evance, responsiveness and value in an increasingly each kind of TVET personnel such as teacher,
global economy (Law, 2007). school principal, trainer of trainer and industry
Norton (1987) describes five essential ele- trainer. Table 2 shows the respondents’ informa-
ments of a CBT system: a) competencies to be tion regarding the development and implementa-
achieved are carefully identified, verified and tion of TVET personnel.
made public in advance, b) criteria to be used There are issues of dissemination of these
in assessing achievement and the conditions standards to the providers and stakeholders. This
under which achievement will be assessed are is important so that they will understand the cri-
explicitly stated and made public in advance, teria and requirements for their competency.
c) the instructional program provides for the Tables 3 and 4 explain the issue and the problems
individual development and evaluation of each which occur during the process.
of the competencies specified, d) assessment of Having a single standard that acts as umbrella
competency takes the participant’s knowledge to TVET personnel could enhance the system that
and attitudes into account but requires actual we currently have. In this regard respondents were
performance of the competency as the primary asked about their opinion (see Table 5).
Table 1. Demography profile.
Ministry Ministry of Majlis Amanah Rakyat

Institution of Education Human Resource (MARA)
51 19 31
Gender Male Female
51 50
Working <5 6–10 11–20 21 >
experience years years years years
30 34 11 26
Specialization Education Electrical Engineering Mechanical Other
86 2 9 3 1
34
Some of the current standards in TVET con- The study then focused on the model of the
sist of a few levels such as beginner, intermediate core standard. The components for each part of
and advanced. In VTO, certification offered by the the model were asked whether it is possible to be
Department of Skills Development consists of two employed (see Table 7).
levels: (1) Vocational Training Operation, and (2) The respondents were asked how they would
Vocational Training Management. Table 6 shows use the national core standard in their institutions
the suggested or preferred level for the TVET (sometimes the effort made to develop and build a
teacher standard. single standard becomes ineffective if people don’t
make use of it). The response can be studied in
Table 8.
The national core standard allows for the estab-
Table 2. Status of the development and implementation
of TVET personnel. lishment of a mechanism and process that signi-
fies professional competence, or formal and full
School/college/ Trainer of Industry entry to the profession. The standard explains the
Teacher Principal trainers Trainer competency which should be complied with by a
standards Director standard standard standard teacher. Professionally competent teachers have
Status Percentage (%)
demonstrated successful teaching experience. They
effectively monitor, evaluate and plan for learn-
Developed 75 76 57 32 ing and are able to tailor teaching programs to
Not yet 3 8 15 18 meet the needs of individuals and groups within
Not sure 22 16 28 50 the class. Professionally competent teachers have a
record of effective and ongoing professional learn-
ing. They work collegially and in teams to fur-
ther enhance their professional practice, and take
Table 3. Issues/problems during dissemination. greater responsibility in collaboration with others
for identifying and addressing their own learn-
Issue Percentage (%)
ing needs. They are effective members of a school
1. Limited time 11 and its broader community and interact effectively
2. Unclear guideline 62 with stakeholders.
3. Limited briefing/capacity 19 TVET teachers often assume that trainees will
Building be able to apply what has been taught to them
4. Other 9 (Feldon, 2007), without realizing that they lack
the skill to gain the student’s attention. Therefore,
an effective model of TVET teachers’ standard
should be created to be used nationally as a refer-
Table 4. Issues/problems during implementation. ence. The trainers of TVET teachers, which are the
Ministry of Education/Higher Education and the
Issue Percentage (%) Ministry of Human Resources, should map the cri-
teria found in this study in their syllabus or course
1. Limited time 32 content. It is understood that the current system
2. Unclear guideline 47
(referred to as MTS) covers the competencies for
3. Limited briefing/capacity 16
common teachers but the core standard for TVET
Building
4. Other 6
teachers is unique and should be enhanced with
more practical and hands-on pedagogical skills.
Table 5. What are the benefits of having national core standards for TVET personnel?.
Harmonize Provide Improve the Strengthen Facilitate

TVET development platform for overall quality TVET provider mobility of
in the region benchmarking of TVET integration human resources
Percentage (%)
Strongly Agree 57 62 68 58 51
Somewhat Agree 36 36 29 36 39
Somewhat Disagree 7 2 3 3 10
Strongly Disagree 0 0 0 3 0
35
Table 6. Leveling competencies: Sug- 6 CONCLUSION
gested level for the core standard.
The development and implementation of a core
Level Percentage (%) standard for TVET teachers’ in Malaysia is still
1 9 under enforcement which means each ministry is
2 60 conducting their own standard. A main and single
3 33 standard should be proposed for the integration
of important competencies needed by those teach-
ing TVET. In conclusion, TVET teachers should
Table 7. Preferred model of the core standard.
comply with the aforementioned dimension being
studied in this research as outlined in Table 8.
Level Percentage (%) To conclude, this paper has successfully illus-
trated the competencies needed by a TVET teacher.
Model 1 44 For further research it is recommended that the
i) Basic and common (Professional) indicators for each of the dimensions should be
(Communication, problem-solving, investigated in a different study that examines the
teamwork, etc.) implementation, and even cause-and-effect rela-
ii) Core/functional (teaching, learning
tionship among those dimensions towards the
and assessment)
Model 2 44
growth of teachers’ competency in teaching and
i) Pedagogical learning.
ii) Social
iii) Personality
iv) Professional REFERENCES
Model 3 36
i) Educational laws and regulations Ali, M., Kaprawi, N. & Razzaly, W. (2010). Development
(institutional and national) of a New Empirical Based Competency Profile for
ii) Pedagogy and pedagogical psychology Malaysian Vocational Education and Training Instruc-
iii) Didactic and teaching methodology tors. Proceedings of the 1st UPI International Con-
iv) Subject-based methodology ference on Technical and Vocational Education and
Training Bandung, Indonesia, 10–11 November 2010.
Feldon, D.F. (2007). The implication of research on
Table 8. Proposed dimension of national core standard. expertise for curriculum and pedagogy. Educ Psychol
Rev, 19, 91–110.
Dimension Competencies Training Law, S.S. (2007). Vocational Technical Education and
Economic development—The Singapore Experience.
Professional Able to demonstrate Professional ITE Paper 2007(9), p. 5.
skill and technical skills Certification Norton, R.E. (1987). Competency-Based Education and
knowledge according to teaching Training: A Humanistic and Realistic Approach to
requirements Technical and Vocational Instruction. Paper presented
Able to assess technical at the Regional Workshop on Technical/Vocational
performance in a Teacher Training in Chiba City, Japan.
professional way Pauline, S.C.G., Noor, S.S. & Kung, T.W. (2012). The
Professional Conduct theoretical Pedagogic ‘Voices’ of Beginning Teachers in Malaysia About
teaching and practical lesson Training Their Conceptions of Competency: A Phenomeno-
and learning Able to apply curricula VTO/CBT graphic Investigation. Australian Journal of Teacher
process and teaching materials Education, 37(7), 58–70.
Able to plan a
Sanghi, S. (2007). Handbook of competency mapping.
lesson according to
curriculum
Singapore: Sage Publications Asia-Pacific Pte Ltd.
Able to carry out Spöttl, G. (2009). Standardisation in TVET Teacher Edu-
assessment and cation: Teacher Education for TVET in Europe and
evaluation of training Asia: The Comprehensive Requirements. Frankfurt:
Personal and Equipped with soft skills Generic Skills Peter Lang.
professional Able to work in teams Core
attributes Abilities
Professional Able to collaborate Industry
industries with industry Attachment
and Able to relate the
communities teaching contents
to industry needs
36
Transferable skills of engineering students and lecturers

at universities in Indonesia and Malaysia
A. Setiawan, M. Bukit & I. Kuntadi

Technological and Vocational Program, School of Postgraduate Studies, Universitas Pendidikan
Indonesia, Indonesia
J.M. Yunos, K.M. Salleh, L.C. Sern, N.L. Sulaiman & M.F. Mohamad
Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia, Parit Raja,
Johor, Malaysia
ABSTRACT: A transversal skill is one of the skills needed in every type of workplace setting. There is
limited information about the perceptions of which transferable skills are needed in the workplace. The
objective of this study is to explore the transferable skills among students and lecturers in TVET higher
learning institutions in Indonesia and Malaysia. In the present study, transferable skills consist of commu-
nication skills, collaboration skills, problem-solving skills, entrepreneurship, and learning to learn skills.
A qualitative research was conducted using survey. The five Likert scale questionnaire was distributed to
lecturers and students from selected Malaysian and Indonesian universities who have bachelor program
in engineering. Based on the analysis outcomes, it is clearly shown that Malaysian university engineer-
ing students yielded significantly higher scores on the perceptions of transferable skill acquisition in all
measured components compared to their counterparts in Indonesia. Similar patterns of data distribution
have been observed in Malaysian and Indonesian engineering students. Based on the lecturers’ perception,
Malaysian and Indonesian Engineering Lecturers have comparable perceptions in the aspects of problem
solving skills and entrepreneurship skills. In contrast, Malaysian university engineering lecturers gained
significantly higher scores on the perception of communication skill, collaboration skill, and learning to
learn skill compared to the Indonesian lecturers. The results indicate the need to increase transferable
skills of both lecturers and students.
1 INTRODUCTION both important skills to have in the working world

especially in TVET areas.
To compete in the workplace of today, students in The concept and definition of transferable skills
TVET institutions must learn the high-level tech- has been discussed recently. However, the inter-
nical skills that are expected for positions in their est in finding the ideal concept and definition
field as well as the transferable skills that will allow across the world is still growing. According to the
them to keep these positions or advance to bet- European Centre for Development of Vocational
ter ones (Echternacht & Wen, 1997). In the past, Training (2008), transferable skills is the skills indi-
the term skill solely referred to a specific manual viduals have which are relevant to jobs and occu-
operation. The term now means any practice, form pations other than the ones they currently have or
of knowledge, or way of constituting productive have recently had. These skills may also have been
labor (Urciuoli, 2008). Raj (2008) stated that hard acquired through non-work or leisure activities
skills are the technical and administrative skills or through participation in education or training.
required in the workplace that are relatively easy Similarly, European Commission (2012) stated
to observe and measure. In contrary, transferable transferable skills are generics and directly linked
skills, including communication, teamwork, prob- to basic knowledge, to behavioral skills, cognitive
lem solving, and other skills, are ingrained behav- skills, and organizational skills. More generally,
ior patterns that are hard to quantify and to teach. these are skills which have been learned in one con-
Transferable skills are necessary for university- text or to master a special situation/problem and
bound students as well as for those seeking a posi- can be transferred to another context. In general,
tion in the working world directly out of TVET Abbas, Abdul Kadir, and Ghani Azmie (2013)
training institutions. Hard skills and soft skills are define transferable skill as having a wide variety of
37
basic knowledge, values, and life skills that are nec- State Universities (former teacher education insti-
essary to obtain and keep a job it. In contrast, hard tution) including Universitas Pendidikan Indo-
skills refer to the more specific, teachable skills, nesia (UPI), Universitas Negeri Malang (UM),
and are usually related to professional knowledge. Universitas Negeri Semarang (UNNES), Univer-
Nevertheless, in working world, soft skills com- sitas Negeri Surabaya (UNESA) and Universitas
plement hard skills and these include capabilities, Negeri Gorontalo (UNG) and Malaysia Technical
competencies, and learning outcomes of technical University Network (MTUN) comprising of four
procedures or practical tasks. This is in accordance technical universities; University of Tun Hussein
with Shakir (2009) who suggests that soft and hard Onn Malaysia (UTHM), University of Technical
skills complement each other. Similarly, a research Melaka Malaysia (UTeM), University of Malay-
by Salleh, Sulaiman, and Talib (2010) indicates sia Perlis (UniMAP) and University of Malaysia
that soft and hard skills are both demanded by the Pahang (UMP). The research respondents are 115
organizations and industries. lecturers and 414 students from Indonesian uni-
Each country has definition and scope of trans- versities and 94 lecturers and 439 students from
ferable skills. However, transferable skills found in Malaysian universities. Before the survey was con-
the majority of examined national policy docu- ducted, a discussion on the literature review was
ments cover communication skills, collaboration carried out. The focus of this research was the
skills, problem solving skills, entrepreneurship perception and different of students and lectur-
skills and learning to learn skills (UNESCO, 2014). ers toward transferable skills from the aspects of
This scope of transferable skills was used in this pedagogy and assessment.
research framework.
Unemployment among fresh graduates had
become increases as employers expected them to 3 RESULTS AND DISCUSSSION
become good in their area and also have positive
attitudes with good transferable skills. According 3.1 Comparison of transferable skills among
to Jelas et al. (2006), students only have average engineering students between Malaysia
transferable skills level along their studies. In order and Indonesia
to solve this issue, an improvement of pedagogy
Analysis has been conducted to find out the dif-
in teaching and learning process should be made.
ferences and similarities on perception of trans-
Students being expose with transferable skills by
ferable skills between Malaysian and Indonesian
teachers giving talk and demonstrating what to do,
engineering students. The outcomes are illustrated
but this will not ensure the students to get the skills
in Figure 1. Based on the analysis outcomes, it is
and apply it in their life. Therefore, students and
clearly shown that Malaysian university engineer-
lecturers perception on transferable skills should
ing students yielded relatively higher scores on
be known for improvement.
the perceptions of transferable skill acquisition
in all measured components compared to their
counterparts in Indonesia. In collaborative skill,
2 METHODOLOGY
for instance, the Malaysian engineering students
obtained the mean score of 3.97, whereas Indone-
This study explores the transferable skills among
lecturers and students in TVET higher learning
institutions and examines the gaps between lec-
turers and students in transferable skills. Con- Problem Solving
sequently, this study allowed the researcher to
identify and interpret the transferable skills mean-
ing within the TVET higher learning institutions.
Therefore, the objective of this study is to explore Learning to leam Communication
the perception and the differences of transferable Skills Skills
skills among students and lecturers in Malaysia
and Indonesia as well as to compare transferable
skills in among students and lecturers between
Malaysia and Indonesia.
A qualitative research was conducted using
survey (Creswell, 2003). The five Likert scale
questionnaire was distributed to students and ~Mean (Malaysia) -+-Mean (Indonesia)
lecturers from Indonesian and Malaysian Univer-
sity who provide bachelor degree in engineering. Figure 1. Comparison of transferable skills among
Research respondents are from five Indonesian engineering students between Malaysia and Indonesia.
38
sian engineering students only scored 3.88. Like- students due to wrong career choice, lack of indus-
wise, the mean score of 3.75 have been captured trial exposure, and lack of practical application. Pre-
in problem solving skill for Malaysian engineer- vious research (e.g., Meechan, Jones & Valler-Jones,
ing students, whereas the score for Indonesian 2011) has evidenced that self-confidence is positively
engineering students was recorded as 3.63. A part correlated with skill acquisition. If an individual is
from that, the mean scores for learning to learn not self-confident towards her/his ability, s/he will not
skill, communication skill, and entrepreneurship perceive herself/himself as competent in every learn-
skill among Malaysian engineering students were ing domain. Although this research did not put the
3.82, 3.78, and 3.77 respectively. For Indonesian focus specifically on transferable skills, the finding is
students, the mean scores for the aforementioned plausible to be applied in the sphere of transferable
skills range from 3.56 to 3.68. skills.
T test was conducted to find out if those dif-
ferences were significantly different. Based on the
3.2 Comparison of transferable skills among
results, it is clear that the perceptions of transfera-
engineering lecturers between Malaysia
ble skills acquisition between Malaysian and Indo-
and Indonesia
nesian engineering students differ significantly.
(Problem solving skills: t(851) = 3.10, p < 0.01; Figure 2 illustrates the mean scores of perception
communication skills: t(851) = 2.21, p < 0.05; colon transferable skills acquisition from the perspec-
laboration skills: t(851) = 2.13, p < 0.05; entrepre- tive of engineering lecturers in Malaysia as well as
neurship skills: t(851) = 5.00, p < 0.001; learning to Indonesia. Based on the analysis outcome, similar
learn skills: t(851) = 3.58; p < 0.001). patterns of data distribution have been observed
As far as students’ perception is concerned, in Malaysia and Indonesia. Generally, both
there are significant perception differences in all Malaysian and Indonesian engineering lecturers
measured skill components between Malaysian have perceived that they have gained high level of
engineering students and Indonesian engineering measured transferable skills. In specific, the Lec-
students. The Indonesian students have perceived turers of both countries have relatively low level
that they have lower level of transferable skills as of perception on entrepreneurship skill acquisi-
compared to Malaysian students. The current find- tion (Malaysia: M = 4.01; Indonesia: M = 3.94),
ings are on a part with the research results from whereas communication skill (Malaysia: M = 4.27;
Suarta (2010) who discovered that the Indonesian Indonesia: M = 4.09) and collaboration skills
university students did not have high competency (Malaysia: M = 4.27; Indonesia: M = 4.11) yielded
level in transferable skills from the supervisors’ the highest mean scores in both countries. In
perspective. Likewise, a research conducted by terms of perception differences on the measured
Gribble (2014) has also reported that there is a transferable skills, huge perception gaps ware not
huge room for improvement in terms of transfer- noticed in the present investigation. The smaller
able skill among Indonesian workforce. perception gap occurred in Problem Solving Skill
On the other hand, within the context of Malay- which is only 0.04, whereas Communication Skill
sia, employers have rated Malaysian university yielded the largest difference which is 0.18.
graduates as workers with “moderate” transfer-
able skills level (Hairi, Ahmad Toee, and Razally,
2011). Whereas, from the lecturers’ perspective, the
Malaysian engineering students have gained satis- Problem
factory levels of transferable skills ranging from Solving
moderate to higher. This result is in line with what
have been perceived by the Malaysian students in
the present study.
There are several possible explanations for the Learning to Communication
current findings. One of the reasons might be that learn Skills Skills
Indonesian students under-estimated their trans-

ferable skills acquisition due to their high expec-
tation. According to Williams (2007), expectation
may affect the perception of an individual directly
or indirectly. If a student has high expectation on
herself/himself, s/he tends to presume what s/he
has acquired is not sufficient, and thereby rating - -Mean (Malaysia) - -Mean (Indonesia)
herself/himself low in self-assessment.
Another possible reason might be attributed to low Figure 2. Comparison of transferable skills among
level of confidence among Indonesian engineering engineering lecturers between Malaysia and Indonesia.
39
T-test was performed to determine if there have been observed in Malaysian and Indonesian
were any significant differences in perceptions of engineering students. While based on the lecturer
transferable skills acquisitions between Malay- perception, Malaysian and Indonesian engineer-
sian and Indonesian Engineering Lecturers. The ing lecturer have comparable perceptions in the
t-test results revealed that Malaysian and Indone- aspects of problem solving and entrepreneurship
sian Engineering Lecturers have comparable per- skill. In contrast, Malaysian university engineering
ceptions in the aspects of problem solving skills lecturer obtained significantly higher scores on the
(t(230) = 2.08, p > 0.05) and entrepreneurship skills perceptions of communication skills, collabora-
(t(230) = 0.89, p > 0.05). In contrast, significant tion Skills, and learning to learn skills compared
differences were discovered in communication to the Indonesian lecturers. The results indicate
skills (t(230) = 2.36, p < 0.05), collaboration Skill the need to increase transferable skills of lecturers
(t(230) = 2.31, p < 0.05), and learning to learn skills and students in Indonesia and Malaysia through
(t(229) = 2.51, p < 0.05). improved pedagogy and assessment.
These differences might be caused by several
reasons. One of the possible explanations might be
that the engineering lecturers in Malaysia Techni- ACKNOWLEDGEMENT
cal Universities (MTU) were compulsory to attend
numerous pedagogical courses in which communi- The Authors would like to thank to Post Graduate
cation, collaboration, and learning to learn skills Studies of Universitas Pendidikan Indonesia for
were embedded in the programs. That might be the financial support of this research through Interna-
reason why Malaysian engineering lecturers rated tional Research Collaboration scheme year 2016.
themselves exceptionally high in those skills.
It is interesting to discuss that entrepreneurship
skills showed the lowest score both for students
and lecturers. It can be explained that this is due REFERENCES
to the lack of facilitation to develop entrepreneur-
Abbas, R., Abdul Kadir, F.A. & Ghani Azmie, I.A. 2013.
ship skills So far, In Indonesia, the development Integrating soft skills assessment through soft skills
of entrepreneurship skills has been done through workshop program for engineering students at Uni-
2 credits entrepreneurship course. However, entre- versity of Pahang: an analysis. International journal of
preneurship course tend to be more theoretical and Research In Social Sciences 2(1): 33–46.
this course is taught, in general, by lecturers who Cresswell, J.W. 2003. Qualitative, Quantitative and
do not have background and experience in practi- Mixed Method Approaches. 2nd ed. London: SAGE
cal entrepreneurship In addition, entrepreneurial publications.
activities are also less demand by the students. Echternacht, L. & Wen, L.M. 1997. The importance of
Meanwhile, the acquisition of entrepreneurship workplace basic competencies (SCANS) as perceived
by beginning business teachers and experienced busi-
skills will affect student’s employability (Leary, ness teachers. College Student Journal 31(1): 37–44.
2012). Therefore, it is important to develop innova- European Centre for the Development of Vocational
tion in pedagogy and assessment to improve entre- Training. 2008. European training thesaurus. Luxem-
preneurship skills both for students and lecturers. bourg: Office for Official Publication of the European
The lack of Indonesian entrepreneurship skills also Communities.
can be caused by cultural factors in which Indone- European Commission. 2012. Transversal skills and best
sian people in general are less prepared to compete practices. Retrieved from www.yesme.it/wp-content/
and are not prepared to accept the risk of failure in uploads/2013/04/documenti-di-lavoro.pdf
business (Indarti, 2008). Gribble, C. 2014. Exploring “Employability in Different
Cultural Contexts. Research Report 2014, Society
for Research into Higher Education. Retrieved from
https://www.srhe.ac.uk/downloads/gribble-cate.pdf
4 CONCLUSION Hairi, F., Ahmad Toee, M.N. & Razally, W. 2011. Employ-
ers’ Perception on Soft Skills of Graduates: A Study
A survey of the perceptions of engineering stu- of Intel Elite Soft Skill Training. Paper presented on
dents and lecturers at universities in Indonesia the International Conference on Teaching and Learn-
and Malaysia has been carried out. Based on ing in Higher Education 2011. Retrieved from http://
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Malaysian University Engineering Students Indarti, N. & Rostiani, R. 2008. Intensi kewirausahaan
mahasiswa: studi perbandingan antara Indonesia,
gained significantly higher scores on the percep- Jepang dan Norwegia. Jurnal Ekonomika dan Bisnis
tions of transferable skills acquisition in the five Indonesia 23(4): 1–26.
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pared to their counterparts in Indonesia. We also A.H. 2006. Developing generic skills at graduates: A
found that similar patterns of data distribution study of effective higher education practices in Malaysian
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universities. Summary report. Kuala Lumpur: Univer- Shakir, R. 2009. Soft skills at the Malaysian institutes of
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cation). 2016. Risalah Integrated Cummulative Grade Graduates to be Successful in the Workplace. Paper
Point Average (iCGPA)-versi Bahasa Melayu. Retrieved presented in the 14th UNESCO-APEID Interna-
from http://www.mohe.gov.my/ms/muat-turun/awam/ tional Conference at Bangkok, on 21–23 Oct 2010.
penerbitan-dan-jurnal/icgpa/126- pamphlet-icgpa-bi/file Retrieved from http://www.unescobkk.org/fileadmin/
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41
Work-oriented vocational learning
A. Ana, A.G. Abdullah, I. Widiaty, S. Subekti & Saripudin

Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
ABSTRACT: In recent days human resource quality is still a problem that still requires further improve-
ment in Indonesia. The skill mismatch is still a dominant problem between the world of education and the
world of work. In Indonesia the role of vocational education is highly vital to improving quality of labor.
This study discusses how the vocational learning is oriented to match the skills required by the world of
work. There are three important aspects to improve learning orientation, which are to understand the
changes in vocational learning, job skills required by work and TVET teachers’ ability needed to improve
their vocational learning to be more effective.
1 INTRODUCTION The 2015 Global Innovation Index has reported

that Indonesia ranks 97 of 141 countries, indicat-
The ASEAN Economic Community (AEC) imple- ing a slight drop from 87 in 2014 (Dutta, 2015).
mented in 2015 is a necessity. It is inevitable for However, Indonesia is predicted to earn a bonus
Indonesia to involve the global and widespread com- in 2020–2030. It would be a demographics bonus,
petition. One of many challenges faced by Indone- where the population of productive age would
sia is the quality of its human resource which is still be large, while there would be smaller number of
not optimal compared to other ASEAN countries. young age people and elderly (www.bkkbn.go.id).
In 2015, the World Economic Forum released the The total labor force aged 15 to 64 years in 2020–
rankings of Human Capital Index and Indonesia 2030 will reach 70 percent, while the remaining 30
ranks 69 of 124 countries. The index aims to meas- percent is the unproductive population. This condi-
ure the quality of human resources in one country tion is a blessing for Indonesia because it will have
in developing human resource potentials in terms an impact on economic growth and better welfare.
of education and employment, demographics, and Therefore, Indonesia is expected to prepare them-
performance standards. Ten best rankings are still selves in providing jobs, qualified human resources
dominated by European countries. and better quality of education and training.
In the aspect of education and employment, The commitment on improving the quality of
Indonesia still faces the challenges in skills mis- human resources through education in Indonesia
match between the graduates’ skills and the skills is now much better, especially on vocational edu-
required in the workplace. Currently, Indonesia cation. The president of Indonesia, Joko Widodo,
ranks 82 of 124 countries, with the literacy rate reiterated the government’s commitment which is
of basic education and literacy numeracy, and to encourage vocational education as an effort to
the level of ICT literacy at the age of 15–24 years improve the competitiveness of human resources.
ranks 62 while the quality of the education system (Http: //print.kompas.com.2016/03/31). Accord-
in Indonesia ranks 30 (World Economic Forum, ing to the President, vocational education will be
2015). This condition indicates that in general the a training center for students who will enter cer-
quality of human resources is not optimal, espe- tain field of work. However, the main problem is
cially the gap between the skills required by the in vocational education in Indonesia is related to
workforce and the existing skilled personnel. graduates’ lack of ability to enter the work (Nur-
The skills gap in ICT is networking skills harjadmo, 2008). The situation results from the
in which Indonesia has to compete among the quality of graduates which is far from the market
ASEAN countries. According to a report of Sandy demands, and the discrepancy between the supply
Walsh Director of Social Innovation Group, Asia of graduates and the small demand. According to
Pacific in 2014, Indonesia is predicted to still expe- the ADB report in 2016, the main priority to solve
rience skills gap of 36.5% in 2016 primarily in net- this problem in the future is to expand produc-
working skills that are essential skills required by tive employment, including improving the quality
work today. Indonesia is still lagging behind other of labor, increasing employment opportunities,
countries in Southeast Asia in terms of innovation. strengthening education and training policy which
43
supports the structural transition from school to Over the past three decades, there is a change in
work, including strengthening the system of voca- the educational environment which is phenomenal.
tional training and apprenticeship (Allen, 2016). The changes include a model of learning, the role
The conditions outlined above indicate the of teachers and learners, changes in the learning
needs for a wide range of vocational education environment, and technology (Majumdar, 2011).
efforts in preparing quality human resources. The changes in the educational environment are
Volmari (2009), Guthrie (2009), Majumdar (2011), described in Tables 1 and 2 below:
Lucas (2012) agree that an important effort made Tables 1 and 2 indicate that learning in voca-
by vocational education in preparing the quality tional education has shifted from teacher-centered
human resources is to increase the effectiveness of to student-centered. The learning approach is not
teaching and learning process in vocational edu- focused merely on a formality-verbal culture, but
cation so that graduates of vocational education on a learning approach that allows the integration
can play a role as more qualified and competitive of human values in personality and behavior dur-
workforce. ing the learning process. Now the learning process
Effective learning directions in vocational edu-
cation are urgent and need to be developed to suit
the demands of the working world. Considering Table 1. The changes in learning environment.
the importance of effective teaching learning proc- Model Focus Learner roles Technology
ess in vocational education as the main agenda to
increase human resources, this study provides an Traditional Teacher Passive Chalk and Lecturing
alternative to the idea of learning vocational edu- Information Learners Active Personal computer
cation oriented towards the world of work. It is Knowledge Group Adaptive PC and network
hoped that educators are able to create transforma-
tion of the knowledge, skills, and attitudes of learn-
ers by developing teaching methods that are more Table 2. The changes in the roles of teachers, learners,
oriented on the skills needed in the working world. curriculum, and media application.
Aspect From To
2 WORK-ORIENTED VOCATIONAL
Teacher Delivering Guiding and
LEARNING DIRECTIONS
Roles knowledge facilitating
Controlling Creating joy-
Vocational education started from the social effi- learning ful learning
ciency doctrine conceived by David Sneden and environment
then operationalized by Charles Prosser in the Experts Collaborator and
period of rising of the US industry in the twen- learning partner
tieth century. The doctrine states that an efficient Expository Interactive/
society is a society that can create a positive living experiment/
environment by providing prosperity and satisfac- exploration
tion for the majority of its citizens. Education is Learner Passive Active
seen to contribute to the achievement of this effi- Role Absorbing Producing new
ciency by preparing skilled workforce with appro- knowledge knowledge
priate qualifications in accordance with the needs Dependent Autonomy
of society (Braundy, 2004). Philosophy considers Content based Continuous
that vocational education is responsible for prepar- only learning/creative/
ing people to work and be independent. In Human communication/
thinker
Capital Theory education is not merely seen as
only to bring benefits in economic growth, but also Curriculum Memorizing facts Discovery
provides benefits to the better welfare, social life Teaching practice Authentic learning
and behavior and the improved participation in Stricter time Flexible/open/
society (Vila, 2000). In line with the experts’ opin- anytime and any
place
ion, vocational education provides a solid foun-
Traditional based Competency based
dation for the implementation of work-oriented
education. Media Single simulation Multi simulation
Application Single media Multi media
Learning orientation in vocational education
is shifting from supply-driven teaching towards One-way Two-way
communication communication
demand-led learning. Learning is not only to help
Limited sources Unlimited digital
students learn academic content and skills alone, sources
but also to train students to be more independent.
44
in vocational education is more focused on effec- communication and collaboration) as the skills
tive interaction between teachers and learners required to absorb knowledge; 3) Performed
(Maclean, 2004). characters, including adaptability, perseverance,
The effectiveness of the learning process is a endurance and moral character: integrity, fair-
reflection of the achievement of learning objectives ness, empathy and ethics. These characters must be
appropriate to the determined learning outcomes. formed either at school or in the workplace to help
The effectiveness of the learning process relates to individuals become active and responsible citizens;
some ways, efforts, techniques and strategies used and 4) Meta-layer skills, such as learning to learn
to achieve optimal and precise learning goals. (continuous learning), building skills, developing
There are a wide variety of learning methods creativity and networking skills needed to face the
in teaching work-oriented vocational. Based on changes in the complexity of the world.
research conducted by Lucas (2014) and Perkins According to Lucas et al. (2012), there are six
(2009), in general there are seven principles of the generic competencies required by world of work
use of learning methods in vocational learning, in the 21st century, including: (1) being experts in
namely: 1) The context of authentic learning; 2) the work procedures in their domains; (2) having
Giving freedom to the students to engage in learn- the intelligence to act effectively if required, (3)
ing; 3) Practice to search something; 4) Providing literacy skills, including mastery of ICT, (4) an
opportunities for exploration; 5) Giving opportu- attitude of commitment and attention to the work,
nities for learners to analyze problems; 6) Doing 5) understanding business and (6) having a tough
collaborative learning; 7) Providing opportunities stance. The characteristics of the world of work
to improve on their practices and strategies. in the future require labors that have the ability of
There are a number of vocational learning high-level thinking, problem solving and working
methods that can be used. Most methods apply the collaboratively. It requires the ability to customize
principle of “learning by doing” although many applications that articulate with the context of the
combine the activities of reflection, feedback problems faced (Bound; Solomon, 2003).
and theory as in vocational learning the impor- Referring to the skills required by the labor
tant thing is how students are directed to obtain market, practitioners should be able to determine
meaningful learning experiences: 1) Learning by “what” should be taught and the “how” to teach it
watching; 2) Learning by imitating; 3) Learning by to students and “what” is taught is related to the
Practicing ( ‘trial and error’); 4) Learning through world of work, technology and professions in the
feedback; 5) Learning through conversation; implementation of vocational education. As to
6) Learning by teaching and helping; 7) Learning by this, it is needed to study theoretical frameworks
real-world problem-solving, 8) Learning through that underlie learning approaches that will be used
inquiry; 9) Learning by listening, transcribing and to fulfill the vision and strategy to prepare the
remembering; 10) Learning by drafting and sketch- quality and appropriate workforce in that period
ing; 11) Learning on the fly; 12) Learning by being of time. In short, TVET teachers need to be more
coached, 13) Learning by competing; 14) Learn- qualified.
ing through virtual environments; 15) Learning What are the capabilities required by TVET
through simulation and role-play; 16) Learning teachers to encourage the effectiveness of teach-
through games (Lucas, 2014; Perkins, 2009). ing in the changing vocational learning orienta-
Those learning methods are selected and used tion? Majumdar (2011) emphasized that in the
to design vocational learning according to the tar- 21st century, vocational teachers experience many
geted learning objectives to achieve. Effective voca- basic changes in their pedagogical practice. Teach-
tional learning, in my opinion, is how to connect ers change their roles in the orientation of deter-
that learning with the real world, where students mining the strategy and approach to learning.
are actively involved in learning, are capable of A study conducted by Guthrie (2012) found the
learning to learn, and form the characters as good TVET teacher skills that are required in the con-
individuals. The changing orientation direction of text of the changes are: 1) TVET teachers are now
vocational learning demands TVET teachers to required to acquire pedagogical skills by adapt-
adjust to the labor skills required by the labor mar- ing strategies and learning which are centered on
ket so that there is no mismatch of skills. the learners. The teachers are required to apply
Organization for Economic Cooperation and different pedagogical approaches in guiding and
Development (OECD, 2012) published the skill facilitating learners to self-learning and learning
strategy required to prepare vocational education in the workplace. 2) Focusing on the learner indi-
to meet the demands of the 21st century, namely: cates that a TVET teacher should be able to create
1) Knowledge must be more relevant and balanced a more independent learning; 3) Client-oriented,
between theory and practice; 2) high-level skills, where TVET teachers are able to establish a rela-
called the “4 Cs” (creativity, critical thinking, tionship with the students and the industries like a
45
client. The teachers are skilled in giving feedback, Bound, D. & Solomon, N. 2003. Work Based Learning.
building and maintaining relationships, developing Buckingham: SRHE and Open University Press.
a network of partnerships with industry, adapting Braundy, M. 2004. Dewey’s technological literacy: past,
learning to the needs of the industry, and acquir- present, and future. Journal of International Technical
Education 41(2).
ing the ability to monitor and evaluate the results; Dutta, S., Lanvin, B. & Wunsch, B. (Editors). 2015. The
4) Acquiring some technical skills to match the Global Innovation Index 2015; Effective Innovation
skills required by labor market; 5) The ability to Policies for Development. Geneva: World Intellectual
use any technology, including acquiring knowledge Property Organization.
and expertise in the use of new technologies, par- Guthrie, H., Harris, R., Simons, M. & Karmel, T. 2009.
ticularly to remain “connected” with advances in Teaching for Technical and Vocational Education and
technology; 6) Understanding the system and how Training (TVET). New York: Springer International
to work on TVET; 7) Having a good quality of Handbook of Research on Teachers and Teaching.
personal attributes, such as communication skills, http://print.kompas.com/baca/2016/03/31/Presiden-
Dorong-Pendidikan-Kejuruan
a commitment to self-development, the capacity http://www.bkkbn.go.id/Bonus-Demografi
to deal with change, learn independently, manage Lucas, B., Spencer, E. & Claxton, G. 2012. How to
time and new knowledge better. Teach Vocational Education: A Theory of Vocational
Of the expected capabilities from TVET teach- Pedagogy. London: City & Guilds Centre for Skills
ers above, the most important issue is how to Development.
develop the abilities of TVET teachers to dem- Lucas, B. 2014. Vocational Pedagogy what it is, why
onstrate professionalism, develop teaching skills, it Matters and What We Can do about it. http://
have the ability to better understand the needs of www.157group.co.uk/sites/default/f iles/docu-
industries and businesses, apart from their core ments/157 g-115-pedagogicleadership.pdf
Maclean, R. 2004. Importance of Developing and Imple-
skills, which are acquiring their pedagogical skills. menting an International Master Degree Standard for
As a result to this, the development of vocational Teacher and Trainer Education in Technical and Voca-
teachers’ capacities is highly necessary and should tional Education and Training. In F. Bunning & Z.-Q.
be directed to achieve the required abilities. Majumdar S. 2011. New Challenges in TVET Teacher
Education. UNESCO IICBA Newsletter 13 (2).
OECD. 2012. Better Skills, Better Jobs, Better Lives:
3 CONCLUSION A Strategic Approach to Skills Policies. [Online]. Paris:
OECD Publishing. Retrieved on Sep. 14, 2012, from
Vocational education plays a significant role in http://dx.doi.org/10.1787/9789264177338-en
Perkins, D. 2009. Making Learning Whole: How Seven
preparing future skilled workforce. The changes in Principles of Teaching Can Transform Education. San
the era of knowledge-based economy have influ- Francisco: Jossey-Bass.
enced the direction of vocational learning which Sandy Walsh. 2014. IDC Skills Gap Study and What We
is oriented to fulfill the labor market. This direc- are doing about it. Cisco.
tion should address the shift of pedagogical para- Vila, L. 2000. The Non-Monetary Benefits of Education:
digm, current trends and challenges, and current European. Journal of Education 35(1): 21–32.
needs to skilled labor. The changes include a shift Volmari, K., Helakorpi, S. & Frimodt, R. 2009. Com-
of teacher and student role, the creation of learn- petence Framework for VET Professions. Sastalama:
ing environments which is oriented to curriculum Finnish National Board of Education.
Wahyu, N. 2008. Evaluasi Implementasi Kebijakan Pen-
and technology that encourage efforts to improve didikan Sistem Ganda di Sekolah Kejuruan. Jurnal
the quality of vocational education. Therefore, a Spirit Publik 4(2): 215–228.
fundamental change must start from vocational World Economic Forum. 2015. The Human Capital
education classes, workshops or laboratories sup- Report 2015. Geneva: WEF.
ported by highly-skilled and professional teachers.
REFERENCES
Allen, E.R. 2016. Analysis of Trends and Challenges in

the Indonesian Labor Market. Manila: Asian Develop-
ment Bank.
46
Skills development and employment within the TVET context in

Timor Leste
G.S. Ximenes & M.L. Soares

Workforce Development Program Timor-Leste, Timor-Leste
ABSTRACT: The Skills Development and Employment (SDE) project is a 2 1/2 year project funded
by Department of Foreign Affairs and Trade (DFAT) to support the Secretariat of State for Vocational
Training and Employment Policy (SEPFOPE) from 2016–2018. The project is aimed to improving
employment opportunities and quality of life through skills development and expand overseas opportu-
nities. To achieve this goal, SDE is actively engaged industry into the design and development of quali-
fication through industry consultation and qualification development workshops to get their inputs and
explore their needs for quality workers. SDE also, works closely with government and training providers
to expand employment opportunities and improve the quality of Timorese workers to send and work
overseas. This is done through Work Ready Skills (WRS) and English trainings to ensure that the workers
with the right skills and rigorous screening and selection process for Timorese youth to work in Australia
under Australia Seasonal Worker Program.
1 INTRODUCTION (INDMO), National directorate for Training Pol-

icy (DNAFOP) and overseas employment office.
The Skills Development and Employment (SDE)
project is a 2 1/2 year project funded by Depart-
ment of Foreign Affairs and Trade (DFAT) to 3 SDE WITHIN TVET SYSTEM
support the Secretariat of State for Vocational
Training and Employment Policy (SEPFOPE) SDE supports DNAFOP and INDMO to held
from 2016–2018 to address skill gaps and low qualification technical working group workshops
employability of Timorese workers. The SDE in September and October to develop both qualifi-
project is aimed to improving employment oppor- cation and teacher training frameworks. The devel-
tunities and quality of life through skills develop- opment of a TVET framework also enables further
ment and expand overseas opportunities. implementation with the preparation of curricu-
This paper will give a short introduction of lum and learning materials, which are essential
SDE, outline SDE within TVET system (include for technical teachers to deliver skills training at
SWP and TVET) and present some data on Sea- the appropriate levels. The expectation is to have
sonal workers and Work Ready Skills Training in the qualification framework and teacher training
Timor Leste. ready by December 2016. In addition, the teachers
from Accredited Training Providers (ATPs) will be
sent to overseas for gaining skills and experience
2 SKILLS DEVELOPMENT AND through selected International training providers
EMPLOYMENT (SDE) in 2017. This is to ensure that the teachers have
relevant work ethics and experience as well as at
SDE component is an investment in Timor-Leste’s least one level above the students, certificate IV.
vocational training and employment and will pro- This teacher cohort can then deliver Certificate III
vide young people with improved access to quality through apprenticeships in the hospitality industry
skills, enabling them to enter productive employ- and through Accredited Training Providers.
ment, including self-employment opportunities
and obtaining employment overseas. The project’s
main stakeholders are different directorates of 4 SWP AND TVET
SEPFOPE, namely: the directorate of LMIS,
(Labour Market Information System), National Seasonal worker program has been a key employ-
Institution for Labour Force Development ment opportunity for Timorese workers to improve
47
Table 1. Australian seasonal workers 2012–2016.
Total Returned workers Currently

2012–2016 2012–2016 in Australia Self employed
Area of working M F Male Female Male Female Male Female
Agriculture 313 69 219 55 135 28 2

Hospitality 91 61 69 52 1
Total 534 395 163 3
Timorese economic growth (Wigglesworth & All this enables the Labour Department, SEP-
Fonseca, 2015). FOPE, to improve the quality of human resources
SDE is working closely with the DoE (Over- to respond to industry’s demand in Timor Leste.
seas Employment Department or Labour Sending Internationally, allow Timor-Leste to compete in
Unit) within SEFOPE to improve the selection Asia Pacific labour market; particularly, in Hospi-
process around four pillars, physical fitness, atti- tality and Tourism industry sector.
tudes, skills and experience, English level and
health checks to send the best Timorese to work
in Australia. SDE works closely with DNAFOP
REFERENCES
and INDMO and to provide Work Ready Skills
(WRS) and English Language trainings to equip Asian Development Bank & International Labour
candidates with industry skills and experience for Organization. 2014. Tracer Study: Technical train-
seasonal workers. This to ensure that the workers ing graduates 2014. Available on: http://www.ilo.org/
with the right skills, good work ethic and experi- wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-
ence are in a Work Ready Pool (WRP) and ready jakarta/documents/publication/wcms_419172.pdf.
mobilize quickly to working in Australia in Aus- Retrieved September 16, 2016.
tralia’s Seasonal Worker Program. International Labour Organization. 2013. Timor Leste
From 2012–2016, 582, seasonal workers work- Labour Force Survey Report. Jakarta, Indonesia.
ing in Australia and some have returned to Timor Available from: http://www.ilo.org/wcmsp5/groups/
public/---asia/---ro-bangkok/---ilo-jakarta/docu-
Leste. They now using the knowledge and skills ments/publication/wcms_417168.pdf. Retrieved on
they gained in Australia to improve their lives, September 20, 2016.
help their family and invest in Timor Leste, such International Labour Organization. 2013. Timor Leste
as open their own businesses in the country. Labour Force Survey Report. Jakarta, Indonesia.
(See Table 1). Available from: http://www.ilo.org/jakarta/whatwedo/
publications/WCMS_152168/lang--en/index.htm.
Retrieved September 20, 2016.
5 CONCLUSION The Government of Timor Leste. 2011. Strategic Devel-
opment Plan Timor Leste, 2011 – 2030. Dili, Timor
Leste. Available from: https://sustainabledevelop-
To sum up, it is clear that SDE program is work- ment.un.org/content/documents/1506Timor-Leste-
ing together with multiple stakeholders to improve Strategic-Plan-2011–20301.pdf. Retrieved September
skills and quality human resources through indus- 19, 2016.
try and training providers’ consultations in the The Government of Timor Leste. 2011. Timor Leste
design of qualification framework and training Technical and Vocational Education and Training Plan
materials for certificate III in food and beverage 2011–2030. Dili Timor Leste. Available from: http://
and accommodation management areas through www.mlstp.net/uploads/4/8/6/7/48670023/10_timor-
regular and apprenticeship modes of trainings. leste_tvet_plan_2011–2030.pdf. Retrieved on Septem-
SDE also assist the overseas employment unit ber 20, 2016.
Wigglesworth, A. & Fonseca, Z. 2015. Experiences of
and TVET regulatory body to improve the selec- young Timorese as Migrant workers in South Korea.
tion process for Australia’ Seasonal Workers to Available on: http://devpolicy.org/2016-Australa-
provide seasonal workers with the right skills and sian-aid-conference/Presentations/Day-2/4c-Migra-
experience through work ready skills training to tion-Pacific-and-Timor-Leste_Wigglesworth.pdf.
better prepare them to work in Australia. Retrieved September 20, 2016.
48
Developing a culture-based teacher education and training program

model: Improving teachers’ content and pedagogical knowledge
I.P. Soko, A. Setiawan & A. Widodo

Education Science Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia,
Bandung, Indonesia
ABSTRACT: This study investigated whether a teachers’ professional development model built around
the use of place and culture as the fundamental principles could improve physics teachers’ content and ped-
agogical knowledge. The model was evaluated using formative and summative evaluation and the teachers’
knowledge and competences were examined, as well as the understanding of the learners, learning design
and implementation, evaluation of learning outcomes, and the development of learners in actualizing their
various potentials. The ability of teachers to develop physics learning activities to define the principles
and concepts of units, standards and measurements, Newton’s laws and their applications, temperature,
heat and heat transfer, and sound waves was also studied. This mixed-methods study was carried out with
23 in-service teachers. The resulting model of a culture-based teacher education and training program has
four major characteristics: it is a participatory model adaptation; the structure and content of the program
are developed by deliberating the perspectives, customs, beliefs and values of local Nusa Tenggara Timur
(NTT) culture; the principles of adult learning are applied; the model provides teachers/participants with
the ability to develop culture-based physics learning activities for local NTT culture.
1 INTRODUCTION with each other what constitutes competence in a

given context’. Effective professional development
Physics is a branch of science that empirically, of in-service teachers is recognized as fundamental
logically, systematically and rationally studies and to school success and teacher satisfaction (Educa-
explains the elements of nature and its phenom- tion Week, 2004). Regarding PCK as dynamic and
ena. Learners’ success in learning physics can be affected by changes in multiple social systems sug-
achieved if they have the ability to understand the gests there are compelling reasons for taking an
three main points: physical concepts, laws or princi- explicitly culture-based and place-based approach
ples, and theories (Siregar, 2003). In order to attain to professional development in science.
physics learning objectives, the physics learning That there are challenges and shortcomings in
process should be individualized and contextual; physics teaching suggests that good PCK is far
physics learning should occur in students individu- from being universal. Generally, one of the difficul-
ally in accordance with the students’ development ties that confronts pre-service teachers or even in-
and also the environment. In order to achieve service teachers is how to modify theoretical phys-
meaningful physics learning, the new information ics material into something that is easy to under-
needs to be associated with a structure of understand, valuable, and properly fits with the students’
standing or students’ prior knowledge. daily experiences. Lete’s (2012) study showed that
Physics learning should be allied with students’ conceptual understanding and the ability of senior
prior knowledge in order to harmonize the new high school students in Kupang to analyze tables,
concepts with that knowledge. The knowledge, figures and graphs related to physical phenomena
skills and abilities involved in organizing phys- was low. Based on a pre-study interview with one
ics learning are known as Pedagogical Content of the physics teachers in Kupang, physics instruc-
Knowledge (PCK). Shulman (1987) noted that a tion is conducted by utilizing a variety of teaching
professional teacher should have a decent level of and learning strategies, but still the students find
knowledge and ability in PCK. A teacher needs to it difficult to understand physics concepts. Various
continually develop their quality in designing lesson studies suggest designing contextual learning by
plans, classroom teaching and learning, and assess- illustrating some related problem faced in the stu-
ment by understanding the PCK. Lave and Wenger dents’ daily experiences (Skoumis & Hatzinikita,
(1991) consider these the ‘basic building blocks of a 2009; Guisasola et al., 2009; Hernández et al.,
social system’ as these enable participants to ‘define 2011; Loukomies et al., 2013).
49
In recent years, teacher professionalism has The autonomy and decentralization of educa-
been subject to a period of dissatisfaction. Based tion to local governments opens up opportunities
on the 2015 results of senior high school teacher- to better orient matters to the changing needs of
competency tests, pedagogical and professional each region (i.e. bottom up). Local governments
competency scores are generally still below the need to organize activities through relevant institu-
standard minimum pass criterion, which is 55. The tions that support the development and improve-
national teacher-competency test average is 53.02, ment of teachers’ competences. Musyawarah Guru
with the average score for professional competency Mata Pelajaran (MGMP) can be a mutual learning
being 54.77, and that for pedagogical competency exercise and discussion of experiences in which the
being 48.94. Only seven provinces (of 33) earned ability of teachers and the quality of learning is
teacher-competency test scores above the average. improved. We need to maintain the communica-
The test results indicate whether or not the mini- tion between teachers of physics, so that problems
mum levels of standards, including the knowledge in learning activities, such as the development of
and skills that cover the basic aspects of a subject, teaching materials, instructional strategies, assess-
are met by the teacher, that is, the results of the test ment, and others, can be solved together.
showed how competent they are as teachers. The Education Training Union (ETU) (2000)
In Nusa Tenggara Timur (NTT), the teacher asserts that education and training are an insep-
association has been organizing Pengertian arable unity. In general, education and training
Matematika dan Ilmu Pengetahuan Alam (MIPA) models consist of three main phases: planning,
(Understanding Mathematics and Natural Sci- implementation and evaluation. From the view-
ences) centers since 2004. MIPA centers contribute point of cultural anthropology, to learn science
to an increase in mathematics and science National is to acquire the culture of science; students must
Exam (UN) scores and learning quality, but unfor- travel from their everyday life-world to the world
tunately this program is not coordinated by the of science found in their science classroom. Edu-
local government and lacks follow-up. This lack of cation through a cultural approach is ideal for
coordination and ongoing support causes teachers environments such as multicultural Indonesia,
to fall back to their teacher-centered and subject- where education rooted in the nation’s cultural
matter-centered approaches. There is another values of harmony and peaceful life in a pluralistic
problem in teaching physics: mastering physics. state should be a significant aid to comprehension.
Some teachers only teach certain topics with which Given the importance of integrating culture, two
they are familiar, while they skip others that they studies provide guidance: Chinn (2012) in her cross-
find difficult to teach. Another teaching problem is cultural study, Place and culture-based professional
the ability to provide an interactive, fun and chal- development: Cross-hybrid learning and the con-
lenging learning process. It is not surprising that struction of ecological mindfulness, and Triwiyono’s
the UN score for NTT in 2016 ranks it 29th out of (2010) Development of junior Sentani Papua culture-
the 33 provinces in Indonesia. based physics learning program. Overall, the litera-
There are institutions in Indonesia with impor- ture and some research reviews suggest that carefully
tant roles in nurturing and enhancing teachers’ designed culture-based physics instruction helped
professionalism, such as the central government students to harmonize school science with their local
through Pusat Pengembangan dan Pemberdayaan culture as their prior knowledge, and empowered
Pendidik dan Tenaga Kependidikan (P4TK), the teachers to contextualize physics instruction and to
provincial government through Lembaga Penjamin teach in ways that supported diverse learning modes.
Mutu Pendidikan (LPMP), and local government. The present study has been conducted to establish:
Based on Winingsih’s (2013) study, there was role (1) the characteristics of a culture-based teacher
overlap in the central government, provincial gov- education and training program model in MGMP
ernment and local government functions, and there Fisika to improve physics teachers’ content and ped-
has been no systematic coordination or support- agogical knowledge; (2) the results in terms of the
ive cooperation in improving the professionalism improvement in teachers’ content and pedagogical
of teachers. P4TK, LPMP and local governments knowledge that derive from such a program model.
have a powerful and important role in improving
teachers’ professionalism, but the defined forms
of the roles and the involvement levels of all three 2 METHODS
institutions differ from each other, as does the
authority of each of these institutions. Efforts to Four cultural experts (elders) of NTT were inter-
improve professionalism through education and viewed thoroughly as to their knowledge, wisdom,
training programs organized by P4TK, LPMP and and erudition of local culture. Twenty-three physics
local governments have often been made, but there teachers from 12 senior high schools in Kabupaten
has not been proficient coordination (Winingsih, Ende, NTT, were involved to identify the values of
2013). NTT local culture. The teachers were heterogeneous,
50
Table 1. Research instruments and data analysis.
Measured aspect Instrument Data source Data analysis technique
Program need assessment Program need assessment Teachers Descriptive statistics

questionnaire
Local culture related Culture identification Teachers Data reduction & data
to physics questionnaire Cultural experts display
Education & training Guidelines of program Documents Conclusion drawing &
program design quality structure assessment (program model blueprint) verification
by expert judgment
Guidelines of curriculum Documents by expert Conclusion drawing &
and syllabus assessment judgment verification
Guidelines of instruments Documents by expert Conclusion drawing &
assessment judgment verification
Education & training Guidelines of teaching Documents by expert Conclusion drawing &
teaching material material substance judgment verification
quality assessment
Content knowledge Multiple choice test Teachers N-gain
Pedagogical knowledge Multiple choice test Teachers N-gain
Program success rate Guidelines of program Documents Data triangulation
success assessment Facilitators
Teachers
Questionnaire Teachers Descriptive statistics
Data analysis
rcsuhs:
1. Research
The need assessment results suggest that con-
instruments textual culture-based teaching–learning should be
2. Guidelines for
incorporated into program material.
In order to adjust to this requirement, we
need to identify the cultural aspects relevant to
physics topics. The following subsections iden-
tify the elements of traditional NTT culture that
FINAL
RESULTS
can be integrated into various aspects of physics
instruction.
3.1.1 Units, standards and measurements

Figure 1. Culture-based teacher education and training The traditional NTT units, standards and meas-
program model research design (Adaptation of integra- urements of length, mass and time (traditional
tive mixed-methods design (Castro et al., 2011)). calendar).
in terms of teaching, professional development 3.1.2 Newton’s laws and their applications
experiences, and cultural background. The instru- 1. Pasola, a thanksgiving ceremony to the ances-
ments were validated by a team of experts (expert tral spirits of people from West Sumba. The
judgment). Alornese still use bows and arrows for hunting
Descriptions of the research instruments and tools and war.
data analysis techniques are shown in Table 1. 2. Kela Koti or the traditional spinning top of
This study was mixed-methods research and the the Endenese. The traditional Enene umbrella
research design diagram is outlined in Figure 1. dance.
3. The timber panels of the Ammu Hawu house
(traditional house of Sabunese).
3 RESULT AND DISCUSSION 4. Etu, a traditional boxing ceremonial of the peo-
ple of Nagekeo.
3.1 Program need assessment and culture
identification results
3.1.3 Temperature, heat and heat transfer
The data were descriptively analyzed and sorted to
establish teachers’ opinions, teaching experiences 1. Tatobi is a series of activities aimed at warming
and their necessity in terms of enabling teacher post-partum mothers in rooms where there is a
professionalism, as shown in Table 2. fireplace.
51
Table 2. Identification results of program need assessment.
Aspects Indicators Identification results %
The needs of Program objectives To improve teachers ability to develop contextual 22.2
education & physics learning activities
training Program material Learning strategy (approach, model, method & 18.5
program technique)
How to develop teaching materials and learning 30.4
models
Teachers’ ability to associate concepts with values 28.3
and examples in students’ everyday life
The teaching–learning How to compile contextual physics teaching 34.2
problems to be developed material (based on students’ environment and
in the program culture)
The competences The development of teaching Teachers did not develop the teaching material, 54.4
of learning materials but took it from textbooks
management The development emphasizes the close 47.2
relationship between theoretical and
practical aspects of designing the sequence
of activities that extend physics learning and
relate to other concepts
The nature of science Practicality of teaching material development 26.3
implementation
Practical activities To develop the concept of laboratory data 33.4
The development of Syllabus and lesson plan 45.2
learning tools
Experimental Experimental equipment Mechanics and optics experiments 74.2
activities and supplies In order to specify the equipment, teachers need 65.3
an understanding of how to describe the
techniques of measurement to be used
Preparation of experimental Guidelines for setting up a practical & conducting 75.4
activities a trial experiment
Implementation of experimental Limitedness of lab equipment & 82.4
activities (the obstacles) time management
2. Mbaru Niang is a traditional house of Wae of physics, there will be mutually reinforcing
Rebo village, located within the Rainforest interference.
Mountains of Flores.
3. During water boiling, the mother often adding 3.2 Culture-based teacher education
a spoon or other small-sized iron article into and training program model
a container of cooking water to speed boiling
A culture-based education and training model
process.
was developed by adapting participatory meth-
4. Moke is a traditional beverage, symbol of
ods (Sudjana, 2000), based on the nine princi-
brotherhood and unity for the Ngadanese.
ples of adult learners’ learning (Knowles, 1984).
The education and training activities ended
3.1.4 Sound waves with review and agreement, so that the knowl-
edge and skills gained from the training activ-
1. Sasando is a traditional stringed musical instru-
ity would be sustainable. The people of NTT
ment from Rote island.
uphold collective ordinances and agreements, so
2. Traditional musical instrument Foy Pay comes
by establishing an agreement at the end of the
from Ngada and is a small double flute of
education and training, teachers will be encour-
bamboo.
aged to obey the agreements they have estab-
The indigenous cultures of NTT have educa- lished and agreed.
tional values that can be integrated into learning The education and training program provided an
activities. The integration of indigenous science experiential approach for the participants, who were
concepts into physics instruction helps teachers teachers with more than five years’ experience of
and students to learn better. If students’ views teaching. The program united teachers’ experiences
and beliefs are in accordance with the concepts with a number of activities that emphasized real
52
I I
INPUT:
can help students understand physics as modern
Physics teacher science based on their prior knowledge through
+ contextual culture-based learning.
I I
The orientation of
The findings from this study indicate that the pro-
education and trainimz gram was effective in supporting teachers in chang-
w ing their instructional practices and beliefs because
the program’s design incorporated theory, demon-
I. Nature of physics
2. Ethnoscicncc
stration, practice, feedback and follow-up, because
a. Science and cuhure participants attended in teams and engaged in peer
b. Culture-based physics learning teaching, and because content was contextualized
c. The identirication of local science learning resources
3. Learning models ofKurikulum 2013 with the work related and integrated into teachers’
4. Development of culture-based physics learning materials learning areas. We can also conclude that there is a
a. The principles of culture and physics learning continued need to research programs built on this
integrati on
b. The identification of local culture elements that can be study to provide further evidence to support this
integrated to physics learning claim. The fact that most programs were conducted
c. Culture-based physics learning model
d. Culture-based lesson plan development
by central government agencies suggests that there is
c. Peer teaching of culture-based physics instruction a challenge in institutionalizing place-based physics
5. Final result presentation teachers’ education and training programs while col-
leges and universities continue to be compartmen-
I Reviews & agreements I talized and discipline-based. This gap suggests that
study of culture-based teacher education and train-
+ ing programs might focus on longer-term studies
OUTPUT: of teacher learning, expertise, and agency in order
l . The improvement of teachers' content and to capture changes in teachers’ place- and culture-
pedagogical knowledge
2. Culture-based physics learning tools
based PCK, communities of practice, and student
learning.
By providing opportunities for physics teach-
Figure 2. Culture-based teacher education and training ers’ education and training through participation
program model. in culture-based communities of learners that
address meaningful and relevant physics or sci-
situations and focused on achieving knowledge and ence issues in general, there is potential for a path
skills: pedagogical content knowledge. The facili- toward educational equity for all learners. A focus
tators were physics supervisors. They understand on real places and needs empowers teachers as
the needs and characteristics of teachers. In addi- local experts and curriculum developers who are
tion, by choosing well-known facilitators, the able to contextualize learning in students’ com-
teachers could more freely reveal their problems, munities, practices, and cultural knowledge. It is
ideas and opinions. The program implementation essential, therefore, to continue to explore, refine
began with sharing experiences, followed by the and develop our understanding of the design and
assertion and presentation of knowledge. Physics implementation of teacher education and training
teachers must socio-culturally contextualize PCK to better support the needs of teachers.
in order to effectively develop learning strategies
that meet the diverse needs of students and society.
REFERENCES
Castro, F.G., Kellison, J.G., Boyd, S.J. & Kopek, A.

4 CONCLUSIONS (2011). A methodology for conducting integrative
mixed methods research and data analyses. Journal of
There is a need to empower MGMPs to act as dis- Mixed Methods Research, 4(4), 342–360.
cussion forums for physics teacher communication. Chinn, P.W.U. (2012). Developing teachers’ place-based
It is often hard to implement a training of train- and culture-based pedagogical content knowledge
ers (TOT) model for teachers and, therefore, in and agency. In B.J. Fraser, K. Tobin & C.J. McRobbie
MGMPs, teachers who have had the opportunity (Eds.), Second international handbook of science edu-
to attend teacher education and training will be cation (pp. 323–335). New York, NY: Springer.
able to share their knowledge and information with Education Training Union. (2000). Educational and train-
ing guide [Online]. Retrieved from http://www.etu.org
other teachers. The particular principles, customs, Education Week. (2004). Professional development.
beliefs, views of nature, and daily life experiences Retrieved from http://www.edweek.org/rc/issues/
which are different in each ethnic group, have the professional-development/
potential to be integrated into physics instruction. Guisasola, J., Almudi, J.M., Ceberio, M. & Zubimendi,
The integration of culture into physics instruction J.L. (2009). Designing and evaluating research-based
53
instructional sequences for introducing magnetic Loukomies, A., Pnevmatikos, D., Lavonen, J., Spyrtou,
fields. International Journal of Science and Mathemat- A., Byman, R., Kariotoglou, P. & Juuti, K. (2013). Pro-
ics Education, 12(7), 699–722. moting students’ interest & motivation towards science
Hernández, M.I., Couso, D. & Pintó, R. (2011). The learning: The role of personal needs & motivation orien-
analysis of students’ conceptions as a support for tations. Research in Science Education, 43(6), 2517–2539.
designing a teaching/learning sequence on the acous- Shulman, L. (1987). Knowledge and teaching: Founda-
tic properties of materials. Science Educational & tions of the new reform. Harvard Educational Review,
Technolology Journal, 21, 702–712. 57(1), 1–22.
Knowles, M.S. (1984). Andragogy in action. San Fran- Skoumis, M. & Hatzinikita, V. (2009). Learning and
cisco, CA: Jossey-Bass. justification during a science teaching sequence. The
Lave, J. & Wenger, E. (1991). Situated learning: Legiti- International Journal of Learning, 16(4), 327–342.
mate peripheral participation. Cambridge, UK: Cam- Triwiyono. T. (2010). Pengembangan Program Pembe-
bridge University Press. lajaran Fisika SMP Berbasis Budaya Sentani-Papua
Lete, M.N. (2012). Identifikasi pemahaman konsep dan (Dissertation). Sekolah Pascasarjana, Universitas
kemampuan siswa dalam menganalisis tabel, gam- Pendidikan Indonesia, Bandung, Indonesia.
bar, dan grafik berkaitan dengan fenomena fisis siswa
sekolah menengah atas se-kota Kupang (Thesis). Uni-
versitas Nusa Cendana, Kupang, Indonesia.
54
English language training in the TVET context in Timor-Leste
J.P. Martins
Workforce Development Program, Timor-Leste
ABSTRACT: Since its independence in 2002, Timor-Leste has declared Tetum and Portuguese to be
the official languages, while maintaining English as a working language. Timor-Leste has launched its
Strategic Plan for National Development (2011–2030), and as part of this a Technical and Vocational
Education Training (TVET) plan has been created and is now being implemented. The National Institute
for Labour Force Development (INDMO) was created with the main role of ensuring the quality of
training by establishing national qualification standards and supporting training providers in the delivery
of accredited qualifications. As Timor-Leste continues to develop, there have been increasing calls for
a nationally accredited English qualification to meet specific demands within education and industry
nationally, and to provide support for Timorese nationals looking to work overseas. This presentation
outlines the work of the Australia Timor-Leste English Language Program, a DFAT-funded partnership
working to improve the level of English language teaching in secondary schools in addition to providing
an accredited English qualification to all industry sectors within Timor-Leste. In-service English language
training in Timor-Leste is now accredited under the National Qualifications Framework and delivered to
English language teachers and trainers in schools and accredited training providers across the country.
The program aims to deliver in-service English language training to secondary schoolteachers, in coop-
eration with the national teacher training institute (INFORDEPE), and to TVET trainers in cooperation
with INDMO. Teachers and trainers who successfully complete the training have the potential, with some
additional training from internationally recognized training providers, to be promoted to higher positions
as national master trainers.
1 INTRODUCTION One of the focuses of the pillar of social capi-

tal is vocational education and training and, as
Timor-Leste is a small country with a land size of part of this, a Technical and Vocational Education
15,000 square kilometers. As of 2015, its popula- Training (TVET) plan has been created and is now
tion was 1.245 million. It was internationally rec- being implemented. The TVET plan is the docu-
ognized on the 20th May 2002 through restoration ment that provides a clear vision for training and
of independence. Timor-Leste has declared Tetum skills development in Timor-Leste. The vision in
and Portuguese to be its official languages, while the TVET plan is that, by 2030, the training system
English and Indonesian are maintained as work- will be characterized by:
ing languages. Timor-Leste has launched its Stra-
tegic Plan for National Development (2011–2030). The young people of Timor-Leste following
The Timor-Leste Strategic Development Plan is a clearly linked pathways that take them from school
twenty-year vision that reflects the aspirations of to training to work and to higher education;
the Timorese people to create a prosperous and A skilled labor force driving increased services,
strong nation. It is built around four pillars: industrial development, economic diversifica-
tion and innovation;
Social capital: Health, education and social
Training being measured by its quality and how
protection.
training services match the needs of industry
Infrastructure: transport, telecommunication,
and communities; and
power, and water supply and sanitation.
Industry and civil society working in partner-
Economic foundations: agriculture, tourism and
ship with Government to increase the skills
petrochemicals—to bring growth, jobs and new
of all people and to increase opportunities for
sources of public revenue beyond oil.
secure and meaningful work.
Institutional framework: macroeconomic man-
agement and improvement of the capacity and Seven elements are recommended in the TVET
effectiveness of government institutions. plan:
55
1. Efficient Investment in Training – securing Within the structure of the newly developed
long-term budget allocations from the Human Timor-Leste National Qualifications Framework
Capital Development Fund; establishing a man- (NQF) the transformation process is guided by a
aged training market; establishing new funding set of underlying principles, which are: access and
guidelines and performance measures. equity; quality; proficiency; relevance. It is a sys-
2. National, District and Industry Needs and tem that is intended to be responsive to industry
Demands – identifying national priorities; needs, based upon international quality standards,
undertaking skill needs analysis of major and focused on employment outcomes for Timor-
projects, districts and industries; developing a ese people.
labor market information system; encouraging The new TVET system also allows for those
enterprise development. already in employment to upgrade their skills and
3. Participation in Training – promoting the TVET receive national skills recognition. As the system
system; establishing equity in participation; develops, centers of excellence will be established
implementing the National Training Com- in each trade area. It is envisaged that these cent-
mitment; preparing for a national traineeship ers will have the capacity to conduct skills assess-
scheme. ment. This means that people with many years of
4. Building the Capacity of Trainers – new national skills and experience can have their skills assessed
teaching and learning materials and training against the national standards and receive appro-
support services; building the capacity of train- priate qualifications.
ing organizations and community-based train- The new TVET system provides minimum
ing providers. standards for all training providers in Timor-
5. Business Engagement in Developing Skills – a Leste, whether they are based in civil society,
National Skills Development Center; build- government, church, or private enterprise, to
ing strategic training infrastructure; introduc- deliver quality training. The regulations also seek
ing incentives for business investment in skills to strengthen existing training providers with the
development and jobs; implementing a National capacity and resources to deliver at a higher level,
Labour Content Policy. that is, to deliver qualifications registered on the
6. National Partnerships and Institutions – creating National Qualifications Framework to ensure a
the National Skills, Employment and Produc- skilled workforce for the future.
tivity Council; better coordinating education, This paper outlines English language training
TVET and other government training programs in Timor-Leste in a TVET context, and covers the
such as Agriculture and Health; removing following issues:
inconsistencies between TVET laws and other
1. Development of English language qualifications;
training-related laws.
2. Partnerships for implementation;
7. Governance and Monitoring of Training –
3. English language training and the Timor-Leste
including: making the system work in relation
National Qualifications Framework;
to ensuring effective compliance with contracts;
4. Future implementation of English language
allocating adequate staffing and resources and
training.
monitoring; implementing ten key performance
measures and the appropriate resourcing to
conduct evaluation of the training system on an
2 ENGLISH LANGUAGE TRAINING IN
annual basis.
THE TVET CONTEXT IN TIMOR-LESTE
In response to the implementation of the TVET
plan, the National Institute for Labour Force 2.1 The development of English language
Development (INDMO) has been created. It is qualifications for the Timor-Leste National
responsible for defining the standards of skills Qualifications Framework
and for establishing a vocational training certi-
The English language qualification has been devel-
fication system in accordance with national and
oped by the Timor-Leste English Language Pro-
international standards. It exercises the following
gram (ETELP). ETELP was a project funded by
responsibilities:
the Australian Government through the Depart-
to define and approve the standards of skills of ment of Foreign Affairs and Trade (DFAT) and
the various production sectors in Timor-Leste; managed by the Indonesia Australia Language
to certify the skills in accordance with the Foundation (IALF).
approved standards; The English language qualification is new to
to certify training centers and companies to act the National Qualifications Framework and it has
as skills evaluation centers, as well as to certify been designed in response to the needs of English
the relevant trainers. language training in Timor-Leste.
56
This qualification has been developed in consul-
CERTIFICATE IV
tation with INDMO, the Ministry of Education, Tralnl111end Assessment
and the National Institute for Training of Teachers
and Education Professionals (INFORDEPE).
CERTIFICATE Ill
CERTIFICATE Ill
English Language Teachmg
Trelninaand assessment
Methodolo~
2.2 English language certification levels
Three levels of English language certification have
been developed for the National Qualifications
Framework:
( CERnFICATE II
) CERTIFICATE II
General English and ESP
Certificate I in General English

Certificate II in General English and ESP (Eng-
lish for Specific Purposes/Teaching) ( CERTIFICATE I
J
CERTIFICATE I
General Enghsh
Certificate III in English Language Teaching

Methodology Figure 1. The National Qualifications Framework
standards.
Certificate I is equivalent to the Elementary
Level of General English courses and Certificate II
is equivalent to the Pre-Intermediate level of Gen-
Teachers and trainers who successfully complete
eral English courses with the addition of specific
Certificates I to III in the English language will
units for teaching. Certificate III provides an intro-
be provided with further training from abroad in
duction to the concept of communicative English
order to qualify as trainers to other teachers and
language teaching in the context of English as a
trainers in the future. The government will need
Second Language (ESL).
to develop a plan and policy for addressing these
issues.
2.3 The partnership for English language
training in Timor-Leste
3 CONCLUSIONS AND
This qualification was developed by ETELP in
RECOMMENDATIONS
consultation with INDMO. The Ministry of Edu-
cation of Timor-Leste and INFORDEPE are part-
3.1 Conclusions
ners in the implementation process. The Australia
Timor-Leste English Language Program (ATELP) The English language qualification has been devel-
is continuing the partnership and cooperation, and oped and now exists as a national qualification in
is implementing the training for English language the Timor-Leste TVET sector. Certificates I and
teachers in schools from the districts of Aileu, II can be applied to anyone who needs to improve
Ermera and Liquiça. their English or for those who are seeking work in
an English language environment. Certificate III
is aimed at those who work as English language
2.4 English language training in the National
teachers or trainers or who are willing to become
Qualifications Framework
future English teachers or trainers.
The English language training is following the
standards of the National Qualifications Frame-
3.2 Recommendations
work and can be shown as in Figure 1.
The standard TVET qualification in English is
only up to Certificate II, which is equivalent to the
2.5 Future implementation of English language
Pre-Intermediate level of General English courses.
training
There will be a need for further development of
There are demands from various sectors and similar qualifications to Certificate III or Certifi-
various levels of people for the English language cate IV, which will be equivalent to the Interme-
training. Teachers still need in-service training in diate and Upper-Intermediate levels of General
English to improve their level of English and to English courses.
develop good methods for teaching English to This will be a continuing task for all who are
students. The trainers working within the accred- involved in the TVET implementations in Timor-
ited training providers are required to be compe- Leste. The government of Timor-Leste should play
tent in English to deliver English as an integrated an important role in the development of the quali-
unit in each qualification provided in the training fications in response to the needs of the global
centers. market and state development.
57
REFERENCES un.org/content/documents/1506Timor-Leste-Strate-
gic-Plan-2011-20301.pdf
Department of Foreign Affairs and Trade. (2010). Aus- Government of Timor-Leste. (2011b). Timor-Leste
tralia East Timor English Language Program-Project TVET Plan 2011–2030. Retrieved from http://www.
Design Document. Retrieved from https://dfat.gov.au/ mlstp.net/uploads/4/8/6/7/48670023/10_timor-leste_
about-us/publications/Documents/australia-timor- tvet_plan_2011–2030.pdf
leste-language-program-design.pdf. Government of Timor-Leste. (2012). The New TVET
Government of Timor-Leste. (2008). Decree Law Training System in Timor-Leste-UNESCO-UN-
8/2008, Creates the National Institute for Manpower EVOC. Retrieved from http://www.unevoc.unesco.
Development. Retrieved from http://mj.gov.tl/jornal/ org/fileadmin/user_upload/docs/TVET_in_Timor_
lawsTL/RDTL-Law/RDTL-Decree-Laws/Decree- Leste_01052012.pdf
Law-2008-08.pdf Indonesia Australia English Language Program. (2011).
Government of Timor-Leste. (2011a). Strategic Devel- East Timor English Language Program (ETELP).
opment Plan Timor-Leste, 2011–2030. Dili, Timor- Retrieved from http://www.ialf.edu/projects.html
Leste. Retrieved from https://sustainabledevelopment.
58
Malaysian teachers’ competency in technical vocational education

and training: A review
K. Ismail, Z.M. Nopiah & M.S. Rasul

National University of Malaysia, Bangi, Selangor, Malaysia
P.C. Leong
Department of Skills Development, Ministry of Human Resources, Putrajaya, Malaysia
ABSTRACT: Teachers’ competency and skills affect their students’ progress and are an important
component of the TVET institution. A competent teacher is form of quality assurance for students’
learning. Malaysia’s TVET education system has not escaped the issue of insufficient competence among
teachers in the polytechnics, community colleges, vocational colleges and public skills training institutions.
The aim of this review is to synthesize the available evidence in the literature about challenges faced by
Malaysian teachers in TVET institutions with regards to their competency. Fourteen articles published
between 2009 and 2015 have been appraised. The review reveals that concerns about the competency of
Malaysian teachers include: the lack of English language usage in teaching; the need to improve skills in
technical, ICT and pedagogy; the absence of TVET teacher job profiles and a competency model; and the
need to improve TVET teacher skills and knowledge through training.
1 INTRODUCTION many others used the concept of competence in

relation with performance improvement.
Competent teachers are the driving force behind Generally, competency is a combination of atti-
effective teaching and learning. Scholars (Knight & tude, knowledge, and skills (ILO 2010; Campion
Elliot 2009; Kömür 2010; Kleickmann et al. 2012; et al. 2011; Chakraborty 2013; Mohd Salleh 2012)
Spöttll 2009; Wesselink et al. 2010) agree that com- and is a prerequisite for workers to carry out a
petent and knowledgeable teachers are essential to job function (Eraut 1994; Hager & Gonczi 1996;
the processes of teaching and learning. Teachers Ellström 1997). Competency, according to Mulcahy
are a driving force in the implementation of each (2000); Volmari et al. (2009); Palaniappan (2003);
educational institution’s mandate. Therefore, there Mulder (2001); and Shippmann et al. (2000), is as
is a need to ensure that the skills, knowledge, an indicator of an individual’s level of capacity,
and attitudes of TVET teachers align with capability, and performance in duties/jobs; compe-
technological changes, current job requirements, tency is necessary for an organization to be more
equipment, machines, processes, and so on (Basu competitive. An employee’s competency level can
1997; Chappell 2000). be increased through training and core competen-
cies can be developed as a model to benchmark the
performance of staff in an organization.
1.1 The importance of competency and the
Guthrie (2010) stated that a TVET teacher is
competence of TVET teachers
someone who has been trained and is competent
Competency refers to successful individual per- in the field and in the delivery and evaluation of
formance in applying knowledge and skills in spe- teaching; has the ability to demonstrate skills;
cific activities or tasks performed, while competence and continuously develops and progresses their
refers to a person’s success in a specific profession. career by gaining more knowledge and skills in
The concept of competencies comes from David the field. Other previous studies indicated that
McClelland’s 1973 article, “Testing for Compe- the TVET teacher must have social competency
tence Rather than Intelligence.” He introduces (Monnier 2015); knowledge and competency in
five types of competency characteristics which are work processes (Boreham 2002); professional
knowledge, skills, self-concepts, traits, and motives. and pedagogical competency (Mirzagitova &
Boyatriz (1982), Spencer and Spencer (1993), and Akhmetov 2015; Barbazette 2005); teaching, social,
59
management, technological and technical skills question posed is: what are the issues related to the
(Othman et al. 2011); leadership and personality competence of TVET trainers in Malaysia?
competency in classroom organization and student
management (Aliakbari & Darabi 2013); person-
1.3 Background of TVET in Malaysia
ality competency (Blašková et al. 2014); cognitive,
behavioural, pedagogic and psychomotor compe- In a nutshell, TVET education in Malaysia began at
tency (Cakrawati et al. 2015); teaching, educating the end of 1806 to train local young people to work
and professional competency; competency of link- as mechanics and fitters on the national railways
ing real work processes to a professional learning (Leong et al. 2010). The educational reform in Malay-
processes; communication competency; and self- sia began in the early 1980s, as mentioned in the
reflection competency (Diep & Hartmann 2016). Cabinet Committee Report in 1979. As part of the
The purpose of this study is related to the compe- development of Malaysia, it promoted a broad range
tency of the TVET teachers in Malaysia. of participation in business and trade. As such, tech-
nical and vocational education were expanded and
further developed in line with national development
1.2 Global TVET teacher issues
(Yahya Emat, 2005). In Malaysia, TVET is led by
Concerns regarding the competence of TVET eight ministries: the Ministry of Human Resources,
teachers should not be taken lightly as problems the Ministry of Works, the Ministry of Youth and
are pervasive in TVET institutions across the Sports, the Ministry of Higher Institution, the Min-
country. The report by SEAMEO VOCTECH istry of Education, the Ministry of Regional and
(2012) states that ‘…most of the TVET teachers Rural Development, the Ministry of Agriculture and
are graduates from different levels but still lacking Agro-Based Industry, and the Ministry of Defence.
in industrial practice and exposure ….’. Education The ministries have the common objective and goal
Statistics Indicator 2012/2013 reported that teach- to produce a generation of Malaysians with knowl-
ers in Cambodia have low academic qualifications edge and skills in their respective fields (Rasul et al.
and teachers did not receive training in pedagogy 2015; Ahmad et al. 2015).
(Phin 2014). Young-Saing et al. (2010) noted prob- The Malaysian Qualifications Agency (MQA)
lems related to TVET trainers in countries such under the Ministry of Higher Education is a gov-
as Bangladesh, Cambodia, Sri Lanka, Lao PDR, ernment body which gives accreditation to TVET
Vietnam, and Indonesia, where they are facing a institutions and accredits the training programs
shortage of TVET trainers qualified and proficient implemented in the universities, polytechnics, com-
in pedagogy and technology. Furthermore, expert munity colleges, and training institutions under
workers in the industry have lost interest in work- MARA, while the Department of Skills Develop-
ing as teachers in TVET institutions and prefer to ment under the Ministry of Human Resources is
work in other sectors due to the low salaries in the the accrediting body for both public and private
teaching profession (Grollman & Rauner 2007). institutions for skills development. At present,
TVET teachers in Mongolia are university grad- there are 1369 TVET institutions in Malaysia,
uates and they have to undergo additional teaching including universities, polytechnics, community
training to improve the quality of TVET teaching colleges, vocational colleges, technical schools,
(Duggan 2015). Ahmed (2011) stated that the qual- and public and private institutions, for skills
ity of Sudanese TVET trainers must be enhanced development (EPU 2015). Thus, teachers play an
with further skills training in the application of important role in ensuring the quality of the teach-
ICT in teaching, as well as industrial training. ing and learning process in the Malaysia TVET
Rauner & Dittrich (2006) declared that the TVET institutions.
teaching profession is still considered to be mar-
ginal and lacking in prestige, and it offers lower
salaries, which prompts teachers to switch to the 2 METHODOLOGY
higher education sector to access more the attrac-
tive opportunities. Articles published between 2009 and 2015 were
Two of the weaknesses of TVET teachers are searched in the databases ScienceDirect and Google
associated with the lack of skills in pedagogy and Scholar using Mendeley. The following keywords
lesser work experience. Paryono (2015) states that were used in the search: ‘Malaysia’, ‘TVET’, ‘teach-
the availability of TVET teachers is a critical issue ers’, ‘competence’, ‘competency’ and ‘issues’. Titles,
as teachers’ numbers are insufficient and declining, abstract, results, and conclusions were screened,
and that quality of teaching staff is inadequate due and studies were selected to be included if they were
to their lack of industry experience in teaching. In relevant to the addressed issues regarding the com-
the Malaysian context, TVET teacher competence petencies of teachers in Malaysian TVET institu-
has also become an issue. In this regard, the research tions. Whittemore & Knafl (2005) mentioned that
60
ing materials such as video. Alazam et al. (2012)
Literature research: simulation ofTVET teachers in
Malaysia (N = 215)
said teachers in public training institutions are not
skilled in the field of ICT, especially in program-
ming and simulation. Therefore, teachers need to
Papers not meeting inclusion criteria by title or ab- be trained in ICT-based programming in order to
stract ( n = 60) improve their ability to teach using ICT. Teachers
should be trained to establish a technology-rich
Selecting of 40 abstracts teaching and learning environment and motivated
to use the ICT as a powerful tool which can revolu-
20 potential full papers assessed
tionize teaching and learning processes.
+ 3.2 Lack of pedagogical knowledge

14 papers included in review
The level of knowledge and practical pedagogy of
Figure 1. Flow diagram of the study selection process. teachers in TVET public and private institutions
with regards to skills training needs to be improved
by providing competent teachers (Jabatan Pemban-
a review involves specifying the review purpose, gunan Kemahiran 2011). Chua & Jamil (2012) said
searching the issues in the literature, evaluating the level of knowledge for teachers in skills public
data from the primary sources, analyzing data, and institutions for Technological Pedagogical Content
presenting the results are discussed. As shown in Knowledge (TPACK) needs to be enhanced. The
Figure 1, the abstracts of studies that are related to community colleges are facing the same problem
Malaysian TVET teachers were examined, resulting because the level of pedagogical skills, particularly
in a full review of 20 papers and the final inclusion of those involved in problem-solving tasks, is still
of 14 articles in this review. weak among teachers in the culinary program at
the community colleges. Teachers need guidelines
in the curriculum for teaching problem-based
3 RESULTS AND DISCUSSION learning (Techanamurthy, Umawathy Alias &
Norlidah DeWitt, 2015). The assessment is part
The ‘key findings’ contributing to the issues of of pedagogy. The absence of specific guidelines
Malaysian TVET teachers are lack of ICT knowl- for evaluation has resulted in the provision of poor
edge and skills; lack of pedagogical knowledge; quality lab sheets and a very broad scope of assess-
lack of English language in teaching; absence ment criteria (Rahman et al. 2014).
of teacher job profiles and competency models; Knowledge is important to TVET teachers. As
lack of skills training and work experience; and (Shulman 1986) suggests, the effective teachers
issues related with the unemployment of TVET must have seven kinds of knowledge which are
students. general pedagogical knowledge, curriculum knowl-
edge, pedagogical content knowledge, knowledge
of learners and their characteristics, knowledge of
3.1 Lack of ICT knowledge and skills
the educational contexts and knowledge of educa-
Knowledge in ICT is important for the TVET tional ends. Teachers must regularly update their
teachers. Using the ICT helps teaching and learn- knowledge about pedagogy to keep abreast with
ing progress smoothly, creates interesting teaching current developments in education.
environments, helps the teachers to prepare the
teaching materials and allows teachers to explore
3.3 Lack of English language in teaching
new knowledge. One issue related to ICT is that
the teachers in MARA skills institution can have English is a universal language and most technical
their knowledge enhanced by providing ICT facili- references are from English sources. In TVET
ties such as adequate computer and unlimited education, as mentioned by (Sahul Hamed et al.
Internet access (Wahab et al. 2009). TVET institu- 2010), the issue faced by the teachers at polytechnics
tion leaders and teachers should be able to employ is the need to enhance their skills in order to teach
technological mechanisms to enhance knowledge in the English language. The transformation of
integration and view ICT as a powerful force which polytechnics requires changes in the organizational
can revolutionize teaching and learning processes. working culture leading toward improved qual-
Saud et al. (2010) said that teachers do not take ity of high-performance personnel. The teachers
the time to provide technological materials due should be able to master the English language as a
to work commitments and lack of the knowledge medium of instruction because polytechnics have
and skills required to provide ICT-based teach- set the goal to open their intuitions to international
61
students. (Sanmugam 2013) said that technical to apply more active strategies in teaching. Hence,
teachers in polytechnics need training about teach- competency development is an important feature
ing technical modules in English because they are of competency management that encompasses all
unprepared to teach technical modules in English, activities carried out by the organization and helps
especially in terms of speaking and writing. They employees to maintain or enhance the employee’s
also lack confidence and are unable to handle the functional, learning, and career competencies (Vos
learning problems of weak students. They much et al. 2011). To ensure that educational goals can
prefer to teach in the Malay language so that the be met, teacher training in the key factors seems to
students can understand the content easily. This be logical. The teachers must undergo training to
statement is supported by (Elias et al. 2005), who improve their knowledge and skills in the field.
said that the reason why Malaysian teachers feel
that they are not competent in using the English
3.6 Issues related with unemployed students
language in teaching is because they do not have
enough confidence, lack the vocabulary, are not Unemployment among graduates for nearly 30
ready to teach in English, and need a lot of practice percent of TVET skills institutions is due to factors
before they can teach subjects in English. (Noor & such as the need for a curriculum that is relevant
Harun 2015) said that the use of English is lack- to the needs of the industry, low-quality graduates
ing among teachers who are serving in the com- who do not achieve the standards needed by
munity colleges in subjects other than the Tourism industry, and poor teaching skills among teachers
program. Use of English in teaching is subject to (Hanapi et al. 2014). The poor teaching skills
the willingness of the teachers. among the TVET teachers are related to quality and
teaching experience. The quality of the teachers is
an important factor in determining the quality of
3.4 Absence of TVET teacher job profiles
the students; and teacher effectiveness is a meas-
and competency models
ure of the teacher quality. A teacher’s level of the
The absence of job profiles, competency models, experience makes the most difference during the
and frameworks has made it difficult for the teach- early career years. The teacher’s effectiveness climbs
ers to develop profiles and appropriate training (Ali during the first seven years or so before tapering off,
et al. 2010). The competency model and competency and, by 10 years, experience ceases to be a factor
profiles also serve as benchmarks to determine the as mentioned by Michael Strong (2011). Inexperi-
level of competence that each teacher should pos- enced teachers contribute below-average results.
sess and address the issue of teachers’ professional
development (Rodolfa et al. 2005). The competency
model describes the knowledge, skills, and behav- 4 CONCLUSION
iours that make up the performance criteria which
are measured, reviewed, and evaluated (Asumeng The issue of competence is relevant to teachers
2014). The teacher profiles need to encompass across TVET institutions in Malaysia. As such,
strong subject matter knowledge, pedagogical skills, teachers require life-long learning through both
the capacity to work effectively with a wide range formal and informal training methods in order to
of students and colleagues, the ability to contribute improve their level of competency. In addition,
to the institution and the profession, and the capac- the provision of relevant ICT tools in teaching,
ity to continue developing (OECD 2005). an increase of English language usage in teaching,
the preparation of guidelines for assessment, and
3.5 Lack of skills training and work experience training in generic teaching skills, as well as cre-
ating trainers’ job profiles according to fields, are
TVET teachers face difficulty in teaching technical proposed to improve competencies among TVET
and practical education because of lack of training. trainers in Malaysia. The development of a com-
Sulaiman et al. (2014) said that a lack of training petency model is relevant as a benchmark for the
in welding and cutting metals among teachers in performance of teachers in Malaysia. For future
vocational schools leaves them less skilled. Teachers research, researchers would like to propose a com-
are advised to get intensive training in the industry petency model for the technical teachers in public
and training institutes that offer welding programs. skills training institutions.
Yusof et al. (2015) said constraints faced by teachers
including less exposure to teaching, lack of experi-
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64
Needs identification in strengthening the skills of construction workers

with the national working competency standards
L. Widaningsih, T. Megayanti & I. Susanti

ABSTRACT: The current paper aims at identifying the needs for strengthening the skills of construction
workers involved in a variety of construction jobs in the scale of residential and public buildings. Con-
struction workers in Indonesia are still considered as a low employment which is underappreciated by the
community. The skills of the workers are obtained through heredity and self-taught, not through formal or
non-formal education and training. This leads to a lack of accessibility of the workers to knowledge and
skills required by the National Working Competency Standards (here-inafter referred to as the National
Standards). The study used qualitative approach, and data collection techniques were field observation,
focus group discussions, and focused interviews. The respondents were 29 construction workers from dif-
ferent expertise in Garut, Indonesia. The needs for strengthening competency were identified at an indi-
vidual level by analyzing the level of knowledge, skill, and attitude compared to the level required under
the National Standards. The results of the study showed a grouping of worker expertise, knowledge and
skill level mapping, and the mapping of the needs for strengthening construction workers’ skills.
1 INTRODUCTION 2 MATERIALS AND METHODS
Construction workers in Indonesia are still faced 2.1 Participants

with some fundamental problems which include
The participants of the present study were 29
a lack of welfare, the level skills possessed, safety
construction workers from different expertise in
and education, and education and training quali-
Garut, Indonesia.
fications. As the technical field workers, their con-
tribution in the construction industry is huge, but
in the structure of employment they are a group of 2.2 Data collection
informal workers. The data were collected from focus group discus-
Informal workers do not have or subject to labor sion and in-depth interview to 27 construction
laws. The income is not taxed, and their social workers in a district of Garut.
protection or rights to job security is low. The
condition causes the difficulty in structuring the
2.3 Data analysis
construction workforce in an employment scheme
that can guarantee their rights, the standardization Data analysis was conducted to identify the extent
of wages, and access to education and training to to which the workers know and understand the
improve job skills. (Rothenberg et al., 2016; Organ- information about the certification issued by the
ization, 2015). National Standards, their education and work
This paper is the result of a preliminary study experience, their involvement in projects in urban
of the construction workers in a district of Garut. areas, their training participation, the knowledge
The objective is to get an overview of the needs and implementation of occupational and health
identification results of the workers in strength- safety, and the skills of masonry, carpentry, and
ening their skills. This is important because job finishing (painting).
competition in urban, national and even global According to their level of education, the
with the ASEAN economic community demands research participants who graduated from senior
the construction workers to acquire job skills that high school, junior high school, and elementary
meet the qualifications as required by the National school level accounted for 47%, 29%, and 24%
Standards. respectively. This can be seen as well according to
65
•Involvement
•No involvement
GET TH E INFORMATION UNDERSTAND TH E
INFORMATION
• Yes • No
Figure 1. Getting information and understanding work Figure 4. Involvement in training.

certification.
Table 1. The skill level of construction workers.
•0-9 years •10-19 years • 20-29 years Level of skills
• 30-39 years • 40-49 years Skill aspects Average (%) Category
Occupational and 56 Fair

Health Safety
Mansory 64.67 High
Carpentry 76.25 High
Finishing 73 High
improve their working skills. They had lack of for-

Figure 2. Work experience. mal training to develop their working skills. There
were about 20.68% of the participants who had
some training, while most of them had no experi-
•< 10 projects •10-20 projects

ence in work training.
The skill level is assessed based on the existing
• >20-50 projects 8>50 projects groups in the community of construction workers
(Figure 5). Based on the four skill aspects, the level
of their skills based on the requirements and the
detailed orders issued by the Construction Services
Development Institution was in the category of
high. Meanwhile, the level of attitude and culture
in occupational and health safety related was in the
category of fair.
Figure 3. Experience in project involvement in urban 3 RESULTS AND DISCUSSION

areas.
3.1 Job skill mapping
their age groups of 20–29, 30–49, and 50–59 show- Text The work of construction services consists
ing 59%, 18%, and 23% respectively. This means of the work of architecture, civil, mechanical,
that the group of 20–29 years old was the genera- electrical and environmental planning (landscape)
tions who had higher education level. (Jatnika dkk, 2016). This study focused on the con-
Figure 3 shows that most participants involved struction workers in the field of architecture set out
in work projects for more than 10 years (94%) in the board of national qualification standards.
while there were only 6% having less than 10 years The vocational qualification in the field of archi-
of experience. This indicates that the construction tecture is in accordance with BSK accreditation
workers had experience in small to big construc- 117/KPTS/LPJK/X/2009 comprising of 26 skill
tion projects. This experience becomes a way to areas of architecture that can be certified.
66
The construction workers involved as par- The use of safety equipment is used only when
ticipants in this study were the workers who have they work on major projects such as multistorey
ties historically to other workers who were from buildings and if the equipment is available in the
similar village. Job skills were obtained from self- workplace. The results of the in-depth interviews
taught, starting from being an assistant in con- confirm that the participants who wear boots,
struction work to self-learning and following the safety helmets, goggles, masks, long-sleeved cloth-
development. They gained the knowledge more ing, gloves and safety belts was below 50%. In fact,
from observing, asking questions, and doing they often neglected the maintenance and checking
things together rather than from obtaining formal of OHS equipment. The results of focused group
education and training. In doing this, their skills discussion showed that the use of OHS tools and
improved and this increased their position to be a equipment is not their priorities because apart
construction worker, not just an assistant. from the absence of the equipments and tools, the
Traditionally among their construction worker majority of workers think that the tools and equip-
community, the grouping of expertise/skill was ment are not necessary.
only carpenters or masonry. Other job specifica- The factors of habits and work culture that pri-
tions such as plumbers, electrical, finishing are oritize safety and health become a weakness of the
already considered as part of the skills possessed majority of construction workers in Indonesia.
the two expertise. In a rural community culture, the They are unaware that wearing OHS equipment
position becomes a determinant factor in terms of and paying attention to work regulations are part
the salary. The salary of each worker is different of the attitudes and behavior in modern industry.
based on the position. That means that the skill They consider that the use of the equipment at
specifications, the skill levels, and the salary are not work is still regarded as a burden which just makes
formally standardized, but are agreed based on the them uncomfortable to work.
traditions in the society.
3.3 Education and job training
3.2 Knowledge and implementation of
Formal education does not equip skills that meet
Occupational and Health Safety (OHS)
the needs of the construction work. Thus, the con-
The construction industry is a heavy industry that struction workers are self-taught or learn from their
employs a lot of manpower manually with high fellow workers and get more job experience. Most
occupational safety risks (Eaves, Gyi, & Gibb, of the participants started from being assistants in
2016). The problems that often arise in occupa- some construction work, such as building houses or
tional safety and health, among others, are the public facilities such as mosques or multipurpose
factors that endanger the health, and protection rooms in their own communities. Their involvement
factor to health and safety work environment. in a variety of construction work increases their
Research on health and safety in several coun- knowledge and job skills and gradually a group of
tries showed an increase in awareness of construc- workers started to work in urban areas.
tion workers about the risks faced. Some substantial The principle that has been traditionally devel-
aspects have improved although the rate of accidents oped by the construction workers can be the basis
in the construction industry is still high compared to to the concept of lifelong education in accordance
other industries (Sousa, M. Almeida, Dias, 2014). with the development of rural communities (Nas-
The culture formed among construction work- dian, 2014). Lifelong education indicates an educa-
ers who mostly come from rural areas with low lev- tion approach that is not only related to school or
els of education often neglects the factor of OHS. work (formal institutions), but all aspects of daily
In fact, one of the characteristics and demands of life and interaction with the environment (Kocak
the current job is an issue related to OHS which is & Baskan, 2012). The program developed through
capable of changing the safety culture and regula- technology and non-formal vocational educa-
tory powers governing both at national and local tion emphasizes the empowerment process that is
level as an important agenda for both countries based on the knowledge and practical skills is in
(Kim, Park, & Park, 2016). accordance with the needs and usefulness (Blaak,
Participants’ knowledge and understanding of Openjuru, & Zeelen, 2013). Non-formal education
OHS were above 50%. This suggests that their enables learning model that can touch the indi-
experience and involvement in a variety of con- vidual needs and be an alternative to improve job
struction work has provided information and ben- skills, especially the youth (Tripon, 2014).
efits and the importance of OHS. However, their The strengthening of job skills for construction
knowledge and understanding of OHS is not nec- workers through non-formal training is tailored
essarily followed by their compliance in applying to the needs of the field of architectural work
it in their work. which refers to the National Standards. Apart
67
from technical skills, education and training on REFERENCES
OHS are also needed by the workers. OHS train-
ing serves to increase understanding, attitude and Blaak, M., Openjuru, G.L. & Zeelen, J. 2013. Non-formal
work culture at the individual level. It functions vocational education in Uganda: Practical empower-
as part of efforts to reduce workplace accidents if ment through a workable alternative. International
they are involved in project work. The training can Journal of Educational Development 33(1): 88–97.
Eaves, S., Gyi, D.E. & Gibb, a.G.F. 2016. Building healthy
be conducted by the construction industry that can construction workers: Their views on health, wellbe-
effectively improve knowledge of OHS, skills and ing and better workplace design. Applied Ergonomics
attitudes of the participants (Endroyo, Yuwono, 54: 10–18.
Mardapi, & Soenarto, 2015). Endroyo, B., Yuwono, B.E., Mardapi, D. & Soenarto.
2015. Model of learning/training of Occupational
Safety & Health (OSH) based on industry in the con-
4 CONCLUSION struction industry. Procedia Engineering 125: 83–88.
Kim, Y., Park, J. & Park, M. 2016. Creating a culture of
Strengthening job skills for construction workers prevention in occupational safety and health practice.
Safety and Health at Work 7(2): 89–96.
is based on mapping skills group, based on a Job Kocak, S. & Baskan, G.A. 2012. Village Institutes and
Skill Qualification in the Field of Architecture Life-long Learning. Procedia—Social and Behavioral
in accordance Accreditation BSK: 117/KPTS/ Sciences 46: 5937–5940.
LPJK/X/2009. The skill levels which are identified Nasdian, T.F. 2014. Pengembangan Masyarakat. Penerbit
in three occupational groups such as carpentry, Yayasan Pustaka Obor Indonesia, Jakarta.
masonry and finishing show the levels of compli- Organization, I.L. 2015. Tren Ketenagakerjaan dan Sosial
ance procedures and implementation of the work di Indonesia 2014–2015 Memperkuat daya saing dan
required by Construction Services Development produktivitas.
Board (LPJK) in the high category. Meanwhile, Paper, C. 2016. Peningkatan kinerja tenaga kerja konstruksi
dengan melakukan restrukturisasi kerangka klasifikasi,
the implementation of OHS is an aspect that still kualifikasi dan bakuan kompetensi kerja, (January).
needs to obtain further gains through education Rothenberg, A.D., Gaduh, A., Burger, N.E., Chazali, C.,
and training to instill the attitude and work culture. Tjandraningsih, I., Radikun, R. & Weilant, S. 2016.
An approach to education and training for con- Rethinking Indonesia’s Informal Sector. World Devel-
struction workers who come from rural commu- opment 80: 96–113.
nities refers to the principle of lifelong education Sousa, V., Almeida M., Dias N. & Luís A. 2014. Risk-
programs and non-formal vocational and technol- based management of occupational safety and health
ogy education. Non-formal vocational and tech- in the construction industry—Part 1: Background
nology education focuses on the empowerment knowledge. Safety Science 66.
Tripon, A. 2014. Innovative Technology for Sustainable
process that is based on the knowledge and practi- Development of Human Resource Using Non-formal
cal skills which can touch the fundamental needs and Informal Education. Procedia Technology 12:
of each individual and their technical capabilities. 598–603.
68
The Human Resource Management (HRM) professional competency

standard in Indonesia: How should HRM lecturers address it?
M.C. Sondari, H. Koesmahendra & W.O. Zusnita

Universitas Padjadjaran, Bandung, Indonesia
ABSTRACT: Professional training through vocational education in higher education (the diploma pro-
gram) emphasizes the competency of graduates, which is proven by certification of competency. One
important factor required by a diploma program in order to deliver competent graduates is the provision
of competent lecturers. Traditionally, a lecturer on a diploma program, especially in the subject of Human
Resource Management (HRM), has been an academician who doesn’t have any professional experience.
Thus, it has been a challenge when they are asked to complement their qualifications with professional
certification as requested by the accreditation standard for diploma programs. This paper explains the
competency standard for professional accreditation in HRM, based on Indonesian Labour and Trans-
migration ministerial decree, and discusses how HRM lecturers should address the standard to earn the
certificate of competency. Using descriptive analysis, each competency that forms part of the standard for
HRM professionals will be described, with an example of the portfolio that should be possessed by HRM
lecturers in order to fulfill the standard.
1 INTRODUCTION especially for the subject of HRM, is an academician

who doesn’t have any professional experience. Thus, it
Higher Education Institutions (HEI) are expected has become a challenge when they are asked to com-
to play a role in the improvement of a nation’s complement their qualification with professional certifica-
petitiveness, as the knowledge creation process is tion as requested by the accreditation standard for
one of the factors associated with national compet- diploma programs. This paper will explain the compe-
itiveness (Sondari et al., 2014). In terms of the qual- tency standard for professionals in HRM, and discuss
ity of education in higher education, much depends how HRM lecturers should address the standard to
on the quality of the lecturers. According to regu- earn the certificate of competency.
lation in Indonesia (Republic of Indonesia, 2005),
all higher education lecturers in Indonesia should
2 LITERATURE REVIEW
be certified as having a teaching license or permit.
For vocational streams, or diploma programs, the
2.1 Competency
lecturers are also obliged to have professional certi-
fication in order to demonstrate the possession of HR professionals have very dynamic roles. As
the professional competencies related to the subject increasingly more complex business contexts have
they teach, besides certification as educators. raised the bar for HR professionals, it is important
The standard of professional competencies is for HR professionals to catch up with the com-
developed under the National Professional Cer- petencies needed in current business situations
tification Body, in the form of the Indonesian (Ulrich et al., 2009). It is suggested that HR profes-
National Work Competency Standard (SKKNI). sionals should have competencies that are demon-
A competency standard for Human Resource strated by creating value that positively influences
Manager was first created in Ministerial Decree the bottom-line (financial) metrics of their com-
No. 307 in 2014 (Republic of Indonesia, 2014). pany (Ulrich et al., 1995).
This standard should be referred to by academi- HR competencies include the ability to deliver
cians when developing the curriculum of voca- competitive advantage in order to help a com-
tional programs in relation to the subject of pany achieve its goals (Ulrich et al., 1995). It is
Human Resource Management (HRM), as well as a blend of values, knowledge and abilities that
informing the standards for lecturer competency. will take HR professionals to the highest level of
In order to prove the competency of lecturers in the performance (Ulrich et al., 2009). It is believed that
HRM field, each lecturer should have been certified the competencies of an HR professional have an
by the National Professional Certification Body. How- effect on the effectiveness with which they perform
ever, traditionally, a lecturer in diploma programs, their job (Ulrich et al., 1995).
69
The possession of HR competencies should be their own human capital based on rational con-
proven by certification. It is an indication that the siderations. Expectation theory provides a basis
holder has acquired the knowledge and skills to do for how individuals act to achieve their own self-
their job, and proves that they can carry out the interest and maximize the utility of their decisions.
tasks required in their job (Wiley, 1995). In terms of motivation, HR certification seems to
be driven by intrinsic rather than extrinsic motiva-
tions, such as a commitment to continual learning
2.2 HR certification
and career advancement, although indirect extrinsic
Certification programs started in 1976 in the United factors such as the marketable reputation of one’s
States, pioneered by the Human Resource Certifica- own competence may also be a motivating factor
tion Institute (HRCI). The most famous is that of the (Lester & Dwyer, 2012). In other research, it was
Society for Human Resource Management (SHRM), found that HR certification does not correlate with
which was founded by the American Society for Per- direct financial outcomes (Lester & Dwyer, 2012),
sonnel Administration (ASPA) (Aguinis et al., 2005). although other studies report that there are mon-
Most studies argue that both the individual etary advantages of HR certification, with certified
HR professional and the employer (organization) HR professionals paid more than non-certified ones
perceive HR certification as a value-added activ- (Hsu & Yancey, 2015). Such research suggests that in
ity that gives benefit to both parties (Lester & order to promote a certification program, organiza-
Dwyer, 2012). For organizations, it is believed that tions should correlate it with tangible values that can
HR certification can boost organizational com- be perceived by employees (Lester & Dwyer, 2012).
mitment (Hsu & Yancey, 2015). It is also believed
that certification can create a positive impact with
2.3 HR certification and education
the individual performing better, giving more com-
mitment to their job and contributing more to There is some research that has tried to corre-
problem-solving (Hsu & Yancey, 2015). late HR professional certification with educa-
The benefits of certification for individuals can tional context. One study attempted to correlate
be seen from at least three perspectives. First, sign- a requirement for HR practice competency with
aling theory suggests that certification can be a sig- the education curriculum for HR students in the
nal sent out to potential employers, with regards to form of learning portfolio guidance (Groenewald
the qualifications of the certification holder. Sec- et al., 2004). In other research, it was found that,
ond, it is believed that certification can be a way for in the case of Malaysian polytechnic lecturers, pro-
individuals to gain power and be more influential. fessional knowledge and skills had become one of
Third, certification can increase self-confidence the weaknesses that should be developed further
and satisfaction, from the perspective of intrinsic through professional development programs (Wan
motivation theory (Hsu & Yancey, 2015). Kamaruddin & Ibrahim, 2010).
On the basis of signaling theory arguments,
professional certification provides very important
information for potential employers to predict the 3 METHODOLOGY
competency of individual job applicants, espe-
cially in the fields of information technology (IT) This study uses descriptive analysis in the delivery
and accounting (Aguinis et al., 2005). However, of its results and discussion. First, the units of HR
although the assumptions of signaling theory state competency included in the regulations regarding
that employers need preemptive information about standards in Indonesia will be illustrated in a table.
an individual to be provided by professional certi- Then, the detailed elements and key indicators that
fication, previous research shows that only 48% of are expected from each competency unit will be
job announcements put certification as a require- explained, along with the relationships to the port-
ment, and only 70% of job announcements express folio needed to fulfill the criteria.
a preference that applicants be complemented by
professional certification (Aguinis et al., 2005).
For individuals, HR certification is usually vol-
untary. It is up to individuals to decide whether
4.1 Overview
they need to be certified (Lester & Dwyer, 2012).
The theories that can form the foundation of a Based on the National Work Competency Standard
certification program and may explain why an (Republic of Indonesia, 2014), HRM practitioners
individual is motivated to earn a certificate of are required to master eight of the basic generic
professional competency include human capital or soft competency prerequisites. Furthermore, a
theory and the expectancy theory of motivation HRM practitioner must score a minimum level of
(Lester & Dwyer, 2012). Human capital theory 525 in the Indonesian Language Proficiency Test
suggests that individuals are willing to invest in or Uji Kemahiran Berbahasa Indonesia (UKBI).
70
Following this, HRM practitioners in Indonesia Table 1. (Continued ).
must master nine clusters of technical competence.
There are a total of 104 units of competency that are Competency Unit
packaged by the occupational Indonesian National Cluster: Learning and Development
Competency Standards clusters scheme (Republic
of Indonesia, 2014). In this paper, the package that Design the Align
will be considered is just the occupational scheme Learning and Learning and
that consists of two schemes, HR Manager and HR Development Development
Program (14) Strategy in
Supervisor, with a focus solely on the HR Manager accordance with
scheme. In Table 1, all of the competency units for Organization
the HR Manager scheme are shown. These can be Strategy (15)
divided into five clusters, namely: 1) Strategy and
HR Planning or Organizational Development; 2) Cluster: Talent Mangement
Learning and Development; 3) Talent Manage-
Develop Implement Determine
ment; 4) Career Management or Performance Succession Succession Talented
Management and Remuneration; 5) Industrial Management in Management Employees
Relations (Republic of Indonesia, 2014). Organizations Program (17) (18)
To be certified, individuals must register with a (16)
Professional Certification Institution or Lembaga
Sertifikasi Profesi (LSP). The LSP will provide Cluster: Career Management/Performance Management
and Remuneration
an online form to be filled in by the individual
to acknowledge that she/he is ready to be certi- Structuring and Design the Develop Labor
fied. On that form, individuals must provide a Wage Scale Follow-Up Wage
set of evidence that can prove that she/he has Level of Performance Determination
competencies as required by SKKNI. The evi- Organizations Assessment of System-
dence that should be provided is actually the port- (19) Results (22) Level
Organizations
(25)
Design the Manage Develop
Remuneration Performance Incentive
Table 1. Competency elements for HR Manager Policy at Indicators Program at
(source: Republic of Indonesia, 2014). Organization Formulation Organizational
Level (20) Process (23) Level (26)
Competency Unit Develop Develop
Allowances Performance
Cluster: Strategy and HR Planning/Organizational and Benefits Management
Development System-Level Strategy (24)
Organizations
Formulate Develop Role of Design the (21)
Policies in line Stakeholders’ Competency
with the Position in line Measurement Cluster: Industrial Relations
Organization with the run of Methods (10)
of HR Human Resource Build Build Implement
Management Management Harmonious Harmonious Process
Strategy (1) Functions (6) Communica- Industrial Termination
Make Draft Design the Determine tion with Relations with of
Model/ Competency Personnel Workers at the Labor Employment
Organizational Model (7) Information Organization Deputy or at the
Structure (2) System (11) Level (27) Workers’ Organization
Assign the Develop Conduct Union/Trade Level (31)
Demand for Technology Organizational Unions (29)
Workers (3) Intervention (8) Change Implement Make a
Intervention Effective Collective
(12) Industrial Labor
Formulate the Develop Personnel Make Company Relations Agreement
Problems of Management or Personnel Dispute at the
Organization Intervention (9) Regulation at Settlement Organization
(4) Organization Mechanism (28) Level (30)
Level (13)
Develop
Interpersonal
Interventions folio possessed by the individual as a result of past
(5) experience. It may be, for example, a Curriculum
Vitae (CV), past training certificate, instructor’s
(Continued ) certificate and/or letter of assignment.
71
These competencies should be fulfilled to pass academicians, this cluster is typically the hardest in
the certification process. For each competency, which to provide evidence, since it is often difficult,
there are several indicators that should be for example, for academicians to have gained expe-
addressed by the evidence. The evidence could be rience in terminating people’s employment.
from past experiences mentioned in the CV or cer-
tificates of proficiency or instruction in that skill.
5 CONCLUSION
4.2 Competency elements This paper has explained the competency stand-
ards for HR professionals and the evidence that
The first cluster concerns competency in strategic
should be provided to prove that individual lectur-
planning and organizational development. For
ers possess such a qualification.
example, ‘Formulate policies in line with the Organ-
In the case of the HR Manager scheme, there are
ization of HR Management Strategy’ means that
31 units of competency within five clusters. Among
the person should be able to identify the organiza-
these, the last cluster, industrial relations, could
tion’s objectives as they relate to HR management
become the most challenging cluster, because it is
strategy, formulate the organization’s HR policy
difficult for academicians to gain experience in this
and obtain approval of the organization’s HR pol-
area. Therefore, academic institutions should design
icy from the heads of the organization. A portfolio
development programs for lecturers that involve
of evidence for this competency might involve the
immersion in real industry situations, such as
experience of being involved in a corporate plan-
through professional sabbaticals or apprenticeships.
ning project team, a HR planning project team or
any other matching experiences that would indicate
the capability of the candidate in that competency. REFERENCES
The second cluster concerns learning and devel-
opment. Competencies in this cluster are, in essence, Aguinis, H., Michaelis, S.E. & Jones, N.M. (2005).
about developing training and development for the Demand for certified human resources professionals
organization’s workers. To satisfy this cluster qualifi- in internet-based job announcements. International
cation or set of competencies, the candidate should Journal of Selection and Assessment, 13(2), 160–171.
present appropriate evidence, including a certifi- Groenewald, T., Bushney, M., Odendaal, A. & Pieters,
M. (2004). Case study regarding the implementation
cate of proficiency or experience of conducting of an innovative experimental learning portfolio in
needs analysis for learning and development (TNA, human resource management. Asia-Pacific Journal of
Training Needs Analysis), formulating learning and Cooperative Education, 5(1), 35–44.
development objectives, preparing a syllabus for Hsu, Y. & Yancey, G. (2015). The benefits of human
learning and development and orientation mate- resources certification. Emporia State Research Stud-
rials, determining the timetable for learning and ies, 50(1), 1–10.
development, and assigning suitable instructors to Lester, S.W. & Dwyer, D.J. (2012). Motivations and ben-
implement the learning and development process. efits for attaining HR certifications. Career Develop-
Talent management represents the third clus- ment International, 17(7), 584–605.
Republic of Indonesia. (2005). Law Concerning Teacher
ter of HRM competencies. In this cluster, the and Lecturer.
competencies are about managing talent that has Republic of Indonesia. (2014). Labour and Transmigra-
been identified within the organization, which is tion Minister Decree Concerning Indonesian National
a competency that is essential for HR managers. Work Competency Standard in Human Resource
‘Develop Succession Management in Organiza- Management.
tions’ means that the candidate should be able to Sondari, M.C., Tjakraatmadja, J.H. & Bangun, Y.R.
design a succession management program and (2014). Foreign co-authorship phenomenon: A pre-
obtain succession management approval. The can- liminary study of research productivity of higher edu-
didate should provide evidence related to this, as cation institution in Indonesia. In GTAR Full Paper
Proceeding (pp. 225–235).
any other, competency. Ulrich, D., Brockbank, W., Yeung, A.K. & Lake, D.G. (1995).
The fourth cluster of HRM competencies con- Human resource competencies: An empirical assessment.
cerns career and performance management and Human Resource Management, 34(4), 473–495.
remuneration. The person will be considered to Ulrich, D., Brockbank, W., Johnson, D. & Younger, J.
have competencies in this cluster if he or she has (2009). Human resource competencies: Rising to meet
experience in developing performance manage- the business challenge. The RBL White Paper Series.
ment and remuneration systems. Wan Kamaruddin, W.N. & Ibrahim, M.S. (2010).
The last cluster concerns industrial relations. Enhancing Malaysian polytechnic technical lecturers’
The requirements for passing this cluster are competency through the identification of professional
development programs. Procedia - Social and Behavio-
certificates in the field of industrial relations, expe- ral Sciences, 7(2), 446–454.
rience of conducting an employee’s termination Wiley, C. (1995). Reexamining professional certification
of employment, or past experience in a job that in human resource management, Human Resource
had the authority to terminate employment. For Management, 34(2), 295–297.
72
Social and cultural issues
Profile of learning that develops mathematics creativity of junior high

school students
Alimuddin & S. Asyari

Universitas Negeri Makassar, Makassar, Indonesia
ABSTRACT: To improve students’ mathematics creativity, a comprehensive learning framework is

needed. This was an experimental research study with one group pretest/post-test design to study the
profile of learning which is effective in developing students’ mathematics creativity. The research sample
consists of two classrooms, selected using a simple cluster random sampling technique, with six homog-
enous classrooms of Grade VIII students from State Junior High School 26 Makassar. The instruments
used were pretest and post-test related to mathematics creativity. The collected data was then analyzed
descriptively and inferentially. The research result showed that the profile of learning which is effective in
developing students’ mathematics creativity consists of seven phases, that is: (1) Introduction, (2) Under-
standing, (3) Synthesis, (4) Creation, (5) Interaction, (6) Reflection, and (7) Extension, abbreviated as
IUSCIRE. The results of this study enhanced the teachers’ Pedagogical Content Knowledge (PCK) and
the students’ learning process and achievement.
1 INTRODUCTION number of approaches or different ways that a stu-

dent uses in solving a given mathematics problem,
1.1 Definition of mathematics creativity or the number of categories of correct answer that
a student reveals. Thus, in this case, a student states
Mathematics creativity is defined by many experts
two answer categories, whereas originality means
differently. In general, experts define mathemat-
an unfamiliar answer (new answer to student
ics creativity in cognitive aspect which comprises
constituting the combination of some mathemat-
thinking process and thinking product.
ics concepts). Within this research, mathematics
Torrance (1988) and Krutetskii (1976) define
creativity is considered as the students’ ability in
mathematics creativity as a thinking process which
finding ways/solutions to mathematics open-ended
is initiated by formulating hypothesis concerning
and non-routine problems fulfilling fluency and
cause and effect of mathematics problems, hypoth-
flexibility. The indicators are: 1) ability in formu-
esis testing, hypothesis retesting and modification,
lating problem, 2) ability in producing ideas, 3)
as well as communicating the results. Parnes (1992)
ability in synthesizing ideas, 4) fluency in produc-
stated that the creative thinking process consists of
ing way/solution, and 5) flexibility in producing
five stages, that is: collecting facts, investigating
way/solution. Meanwhile, the originality aspect is
problem, finding ideas, getting answer/solution,
not included in this research. This is because if a
and finding acceptance. Ervynck (1991) reveals
student can reveal a way/solution to a given non-
that the creative thinking process in mathematics
routine problem, then he/she would be considered
consists of three stages, that is: initial technique,
as having found something new.
algorithmic activity, and creative activity (concep-
tual, constructive).
Haylock (1997) and Kim et al. (2003) stated
1.2 The importance of mathematics creativity
that mathematics creativity is the result of a think-
and its issues
ing process characterized by fluency, flexibility,
and originality. Studies in mathematics creativity Perception on creativity source also gradually com-
(Singh, 1988) emphasize more on the measure- mences, shifting from aptitude inheritance (genius is
ment of mathematics creativity in mathematics inherited through the individual with most aptitude)
problem-solving and problem-posing by referring to diverse human ability. Craft (2001), Feldman and
to fluency, flexibility, and originality aspects. Flu- Benjamin (2006), and de Bono (2007) state that all
ency means the number of correct answers that individuals possess potential to be creative. Crea-
one shows in mathematics problem-solving, but tive thinking always evolves and can be learned, as
following the same pattern. Flexibility means the well as being trained. This view has inspired some
75
countries, such as US, UK, France, Germany, Swe- evaluation by administering an experimental
den, Australia, China, Japan, South Korea, Taiwan, research study in the form of one group pretest/
Singapore, and Hong Kong, to reform curricula post-test design to see the effectiveness of IUSCIRE
so as to improve students’ mathematics creativity learning in developing mathematics creativity of
(Shaheen, 2010). In fact, the creativity of students grade VIII students. IUSCIRE learning is applied
in a variety of countries is still low. Many students to as many as 25 persons of grade VIII-2 students
have high achievement in mathematics at school, (Group I), and also as many as 25 persons of grade
but have low performance in social events, either VIII-5 students (Group II) that are selected using a
national or international ones, particularly in cases cluster random sampling technique of six homog-
of imagination and creativity (Wu, 2004). Teachers enous classrooms of grade VIII at State Junior High
play a great role in developing students’ creativ- School 26 Makassar. There were four meetings,
ity. Teachers with traditional practice become an with different teachers and time, in Group I and
obstacle for improving creativity in the classroom Group II. Mathematics creativity criteria within this
(Simonton, 2003). Other constraints are the lack study are: 1) N-Gain score is at least 0.3, 2) there
of teachers’ creativity in developing learning, gen- is a significant difference between students’ creativ-
erating students’ imaginations, critics and creativity ity before and after implementing IUSCIRE learn-
(Wu, 2004). A comprehensive learning framework ing, and 3) mathematics creativity of Group I and
must be developed to evolve students’ creativity in Group II is the same. Data was then collected using
accordance with subject characteristics. a mathematics creativity test consisting of five ques-
The question is, what is the profile of mathemat- tions, which are developed by referring to mathe-
ics learning which effectively develops students’ matics creativity indicators. Meanwhile, the utilized
mathematics creativity? The answer to this ques- scoring rubric was developed from a creativity
tion is the main focus of this paper. rubric defined by Guilford (1971). Next, the quanti-
After elaborating constructivist views revealed tatively descriptive analysis used here was aimed at
by von Glasersield (Suparno, 1997), Piaget (Slavin, describing students’ mathematics creativity, N-Gain
1994), Vygotsky (Confrey, 1995), and Polya (1973), analysis was aimed at seeing the enhancement of
it is then concluded that the characteristics of con- students’ mathematics creativity, and t-Test analysis
structivist learning are: 1) using students’ prior was aimed at seeing the difference between students’
knowledge to construct new knowledge, 2) giv- creativity before and after implementing the learn-
ing students opportunities to experience, observe, ing, and to see whether the mathematics creativity
ask, analyze, and draw a conclusion, 3) forming a of Group I and Group II were the same.
learning community, 4) providing students with a
complex mathematics problem, 5) interacting and
communicating, and 6) scrutinizing the thinking 3 RESULTS AND DISCUSSIONS
process (connecting and synthesizing). These char-
acteristics are highly related to mathematics crea- 3.1 Research results
tivity indicators, namely: formulating a problem,
3.1.1 Reviewing analysis of N-Gain average score
producing ideas, synthesizing ideas, producing
in each mathematics creativity indicator
ways/solutions fluently, as well as producing ways/
Analysis of N-Gain average score for Group I and
solutions flexibly, so that the characteristics would
Group II in each mathematics creativity indicator
be referenced in developing instruction comprising
is presented in Table 1.
seven syntaxes, that is: Introduction, Understand-
ing, Synthesis, Creation, Interaction, Reflection,
and Extension, which is then abbreviated to the Table 1. The results of statistical analysis of N-gain
average score in each mathematics creativity indicator of
IUSCIRE Learning Model. Meanwhile, the devel- students in Group I and Group II.
opment of its supporting components such as
student worksheet and student book refers to sci- N-Gain average score in each indicator
entific, problem-solving, and open-ended problem
approaches. No. Group IN-1 IN-2 IN-3 IN-4 IN-5
1 I 0.58 0.52 0.45 0.38 0.34

2 RESEARCH METHODOLOGY 2 II 0.60 0.56 0.49 0.39 0.35
Note:
The stages for developing IUSCIRE learning which IN-1: Abiility in formulating problem
are valid, practical and effective, are: 1) prelimi- IN-2: Ability in producing ideas
nary study, 2) design, 3) construction, and 4) test, IN-3: Ability in synthesizing ideas
evaluation, and revision. This article exposes the IN-4: Fastness/smoothness in producing way/solution
research results regarding the stages of testing and IN-5: Fluency in producing way/solution
76
Table 2. The results of pretest and post-test concerning students’ mathematics creativity.
Pretest Post-test
Standard Standard Calculated t-table Sig.

Mean (x–1) deviation (s1) Mean (x–2) deviation (s2) t Value N Correlation f value (2-tailed)
17.59 12.49 67.78 13.79 −16.39 50 0.141 49 1.68 0.00
Table 3. Summary of ANOVA. sion. The scrutiny ability in observing would

generate quality questions which need answers
Sources of Sum Degree of Mean through imaginative, critical, and creative think-
Variation Squares Freedom Square
ing. Reasoning and drawing a conclusion would
(SV) (SS) (DF) (MS)
train students to make connections in their knowl-
Intergroup (K) 0.09 2 0.045 edge divergently before making an appropriate
Inner group (d) 2.32 47 0.032 decision, and here is the most essential ability of
Total (T) 2.41 49 – the creative person. Carrying out an open-ended
problem using Polya heuristic would train students
to produce distinct ideas and develop their synthe-
sis ability. The typical and essential aspect of this
Table 1 shows that: 1) N-Gain average score for
IUSCIRE learning is that the availability of com-
all mathematics creativity indicators is more than
plex problems for students to be solved by them-
0.3, and 2) it is in the moderate category, for either
selves in a collaborative way while teachers serve
Group I or Group II.
only as a scaffolding provider. Working collabo-
ratively impacts on students’ social development,
3.1.2 Reviewing two-tailed t-Test of statistical
interaction ability and communication. The dis-
analysis
tinction between students’ mathematics creativity
The results of data analysis with t-Test of Group I
before and after implementing IUSCIRE, and its
and Group II are shown in Table 2.
consistency in improving their mathematics crea-
Table 2 indicates that there is a difference with
tivity in the class taught by different teachers and
a significance level 0.05 between students’ mathe-
with different instructional time, indicates that this
matics creativity, either before or after implement-
IUSCIRE learning impacts on the improvement
ing the IUSCIRE learning.
of students’ mathematics creativity. Although the
impact of this learning is still relatively less, the
3.1.3 Reviewing variance analysis
obtained results with only four meetings show that
The following is the summary of analysis using
the direction of IUSCIRE learning is appropri-
one-way y analysis of variance (one-way ANOVA).
F0 = MKKKd = 00..032
MKK 045
= 1.41, Ft 5% = 3.13 which shows ate in developing students’ mathematics creativity.
Developing this creativity needs a long time and
that the value F0 < Ft 5%. This indicates that there
continuous training.
is significant difference of students’ mathematics
creativity between Group I and Group II.
From the outline above, it is concluded that
IUSCIRE learning is effective in developing stu- 4 CONCLUSION
dents’ mathematics creativity.
The profile of IUSCIRE learning which is effec-
tive in developing students’ mathematics creativity
3.2 Discussions consists of seven phases, namely: (1) introduction.
IUSCIRE learning is developed by referring In this phase, the teacher conditions students to be
to constructivism stating that knowledge is not ready to learn, clarifies goals and the importance
acquired through transfer, but constructed or gen- of the topic, as well as explores students’ prior
erated actively by the individual itself. Humans knowledge. Meanwhile, students express ideas, ask
construct knowledge through interaction with questions and answer questions; (2) understand-
object, phenomena, experience, and environment. ing. In this phase, the teacher presents informa-
The supporting components of this learning are tion in terms of mathematics problem and the
evolved by integrating scientific, problem-solving, problem-solving strategy, facilitates students to
and open-ended problem approaches. A scientific brainstorm, formulates the problem and identifies
approach provides students with learning experi- concepts and principles needed to carry out the
ence to observe, ask, reason, and draw a conclu- problem. Meanwhile, students expose ideas, ask
77
questions, answer questions, discuss, and interact De Bono, E. 2007. How to have creative ideas: 62 exer-
with each other; (3) synthesis. In this phase, the cises to develop the mind. London: Vermilion.
teacher facilitates students to intertwine concepts Ervynck, G. (1991). Mathematical creativity. Advanced
in constructing problem-solving strategies, choose mathematical thinking. In D. Tall (Ed.), Advanced
mathematical thinking (pp. 42–53). Dodrecht: Kluwer.
an appropriate strategy, and implement the strat- Feldman, D. & Benjamin, A.C. (2006). Creativity and
egy. Meanwhile, students are exposed to ideas, ask education: An American retrospective. Cambridge
questions, answer questions, discuss, and interact Journal of Education, 36, 319–336.
with each other; (4) creation. In this phase, the Guilford, J.P. (1971). The nature of human intelligence.
teacher organizes students into some heteroge- New York: McGraw-Hill.
neous groups in terms of ability, gives students’ Haylock, D. (1997). Recognizing mathematical creativ-
worksheet, facilitates the existence of intergroup ity in schoolchildren. International Reviews on Math-
discussions, and provides scaffolding. Mean- ematical Education, 29(3), 68–74.
while, students interact, think, try, reason, and Kim, H., Cho, S. & Ahn, D. (2003). Development of
mathematical creative problem solving ability test
draw a conclusion; (5) interaction. In this phase, for identification of gifted in math. Gifted Education
the teacher facilitates intergroup discussions and International, 18, 184–174.
provides reinforcement. Meanwhile, students are Krutetskii, V.A. (1976). The psychology of mathematical
exposed to ideas, ask questions, answer questions, abilities in school children. Chicago: University of Chi-
discuss, and interact with each other; (6) reflection. cago Press.
In this phase, the teacher facilitates students to Parnes, S.J. (1992). Source book for creative problem-solv-
identify things they have and they have not known. ing: A fifty year digest of proven innovation processes.
Meanwhile, students write and draw a conclusion; Buffalo, NY: Creative Education Foundation Press.
(7) extension. In this phase, the teacher addresses Polya, G. (1973). How to solve it (2nd ed.). New Jersey:
Princeton University Press.
misconceptions and makes clear what students Shaheen, R. (2010). Creativity and education. Creative
have not understood. Meanwhile, students scruti- Education, 11(3), 166–169.
nize, ask questions and make notes. Simonton, D.K. (2003). Human creativity: Two Darwin-
The IUSCIRE learning is supported with les- ian analyses. In S.M. Reader & K.N. Laland (Eds.),
son plan, students’ worksheet, students’ book, and Animal innovation, 309–325. New York, NY: Oxford
assessment sheet. Both students’ worksheet and University Press.
students’ book consist of context, an open-ended Singh, B. (1988). Teaching-learning strategies and math-
problem, and structured assignments, as well as a ematical creativity. Delhi, India: Mittal Publications.
problem-solving strategy. Slavin, R.E. (1994). Using student team learning (2nd ed.).
Baltimore, MD: Johns Hopkins University, Center for
The implication from this research is that the Social Organization of Schools.
implementation of this IUSCIRE learning leads Suparno, P. (1997). Filsafat konstruktivisme dalam pen-
us to outcomes such as the improvement of teach- didikan. Jakarta: Kanisius.
ers’ Pedagogical Content Knowledge (PCK), and Torrance, E.P. (1988). The nature of creativity as mani-
students’ learning process and achievement. fest in its testing. In R.J. Sternberg (Ed.), The nature
of creativity (pp. 43–75). Cambridge, MA: Cambridge
University Press.
REFERENCES Wu, J.J. (2004). Recognizing and nurturing creativity in
Chinese students. In S. Lau, A.N.N. Hui & G.Y.C. Ng.
Confrey, J. (1995). How compatible are radical construc- (Eds.), Creativity: When East meets West. Singapore
tivism, socio-cultural approaches and social construc- City: World Scientific.
tivism? In L.P. Steffe & J. Gale (Eds.), Constructivism
in education. Hillsdale, NJ: Lawrence Erlbaum.
Craft, A. (2001). Little c creativity. In A. Craft, B.J. &
M. Leibling, Creativity in Education. London:
Continuum.
78
Entrepreneurial intentions: A review of self efficacy of tourism

vocational school students
A. Ana, Y. Rostika, Y. Rahmawati & R. Hurriyati

ABSTRACT: The main objective of this study is to provide an overview of the determinants of entre-
preneurial intentions using self-efficacy approach. The model used in this study is Bird’s Contexts of
Entrepreneurial Intentionality model as the application of the Plan Behavior Theory. This study involved
162 students as samples, and data were collected through observations, questionnaires and interviews.
The data were analyzed using descriptive statistics. The results showed that the level of self-efficacy of
SMK 3 Garut students was much higher than that of the students of SMKN 9 Bandung in some indica-
tors, such as in looking for opportunities in entrepreneurship, achieving maximum results in each task or
job, learning on time, resolving the problems successfully, being motivated to others’ success, and being
passionate to complete the targets.
1 INTRODUCTION line with the studies of Bandura (1986) and Nurul

Indarti and Rostiani (2008) conducted on students
Vocational education programs are reserved for stu- from Indonesia, Japan and Norway suggesting
dents who have particular interests and are ready that the most dominant factor which influences
to work and create jobs based on their skills and entrepreneurship intentions is self-efficacy.
talents. The learners must be prepared to fill job
opportunities as workers in some businesses and
industries and to acquire better attitude, behavior, 2 METHOD
and entrepreneurial spirit.
In Indonesia, the learning process in Vocational The study used Entrepreneurial Intention Model
High School (VHS) is based on the 2013 curricu- developed by Bird (1988), called Model of Bird’s
lum which is designed to provide a large amount of Contexts of Entrepreneurial Intentionality. The
learning experience. The curriculum enables learn- participants were 162 first grade students of
ers to develop their attitude, knowledge, thinking tourism vocational schools in two VHS in Band-
skills and psychomotor skills which are packaged ung and Garut, namely SMKN 9 Bandung and
in a variety of subjects. In addition, the curriculum SMKN 3 Garut. Data collection techniques used
structure provides learning materials in the form of in the study were survey and interviews. The data
entrepreneurship subjects. analysis used descriptive analysis.
Entrepreneurial learning at schools is considered
to be one of the important factors to foster entre-
preneurial spirit among students. This learning is 3 RESULTS AND DISCUSSION
expected to prepare students to gain knowledge
about entrepreneurship, develop entrepreneurial The results show that the level of self-efficacy of
attitude, and develop other skills required to man- SMK 3 Garut students was higher than that of
age a business independently. SMKN 9 Bandung students. The indicators include
One factor supporting entrepreneurship is the looking for opportunities in entrepreneurship, get-
desire of the students themselves, and this desire ting maximum results in each task or job, learning
is referred to as intention. Intention is a compo- on time, resolving the problems well, being moti-
nent within the individual that refers to the desire vated to others’ success, and being motivated to meet
to perform certain behavior. Intentions are things the targets.
that are assumed to be able to capture motivating The analysis shows that the average score of self-
and influential factors on behavior. efficacy of SMK 3 Garut students was higher than
One factor that affects entrepreneurial intentions that of SMKN 9 Bandung students. The highest
is self-efficacy. The higher the learners’ confidence average scores for SMK 3 Garut students was 4.79,
on their ability to be entrepreneurs is, the greater with standard deviation of 0.41 to the statement of
their desire to become an entrepreneur. This is in “being motivated to see other people succeed, and
79
the lowest average score was 4.45, with the stand- showing that the most dominant factor influencing
ard deviation of 0.69 to the statement “do not pro- the intention of entrepreneurship is self-efficacy.
crastinate time”. SMKN 9 Bandung students got SMKN 9 Bandung always maintains the qual-
the highest average score of 4.62, with the standard ity of its graduates to meet the profiles of expected
deviation of 0.53 on a statement of “what I do is graduates. The 2013 curriculum emphasizes on
to hit the targets”, and the lowest average score was Competency-based which is oriented to the needs of
4.04, with the standard deviation of 0.98 to the state- the world of work today. Meanwhile, SMK 3 Garut
ment “keeps looking for business opportunities”. implements the curriculum with the aim to prepare
The analysis results of self-efficacy of SMKN 9 medium-level workforce who have the competence
Bandung and Garut SMK 3 students can be seen and work ethic according to the demands of the
in Figure 1. industry and to prepare workforce that are capable
The results showed that SMK 3 Garut students of producing and selling high-standard services or
are more superior to SMKN 9 Bandung students products.
in all aspects. The reason is that the maturity level In the implementation of entrepreneurial learn-
of SMK 3 Garut students is higher that the coun- ing, both schools use a learning model of teach-
terpart. Most of SMK 3 Garut students are over ing factory. As stated by Martawijaya D. H (2010),
or equal to 18 years compared SMKN 9 Bandung teaching factory is a model of learning through
students. The results were supported by the results TF-6M consisting of soft skills and hard skills
of research Caecilia Vemmy, S. (2012) showing activities which aim to improve students’ com-
that (a) the needs for achievement, creativity, inde- petence in productive competency skills subjects.
pendence, taking risks, being tolerant to ambigu- One work cycle in this model consists of six steps:
ous things, parental influence, and self-efficacy has receiving orders, analyzing orders, accepting
a positive and significant effect to entrepreneurial orders, completing orders, performing quality con-
intentions either partially or simultaneously on VHS trol, and handling services or products.
students (b) self-efficacy is the most dominant pre-
dictor affecting entrepreneurial intentions on VHS
students. 4 CONCLUSION
One determining factor to entrepreneurial inten-
tions of SMK 3 Garut and SMKN 9 Bandung stu- The conclusion of this study is that self-efficacy is a
dents is influenced by self-efficacy. The study was decisive factor in the entrepreneurial intentions in
supported by the study of Henky Oral S (2010) both SMKN 9 Bandung and SMKN 3 Garut. The
which suggests that the higher the learners’ confi- level of self-efficacy of SMK 3 Garut students was
dence on their ability to do efforts, the greater their higher than that of SMKN 9 Bandung students
desire to become entrepreneurs. Self-efficacy has a in such indicators as looking for opportunities in
positive effect to entrepreneurial intentions. This is entrepreneurship, achieving maximum results in
in line with the results of Bandura (1986) and Nurul each task or job, do not procrastinate time and
Indarti and Rokhima Rostiani (2008), who con- work, trying to solve the problems properly, being
ducted research in Indonesia, Japan and Norway, motivated when seeing other people succeed, doing
best things to fulfill the targets.
Self Efficacy
• SMKN 9 Bandung • SMKN 3 Garut REFERENCES
Being passionate to achieve Bandura, A. 1986. Social foundation of thought and action,
targets Prentice Hall, Englewood Clift,NJ. Department.
Bird, B. 1988. Implementing entrepreneurial ideas: the
Being motivated as others case for intentions. Academy of Management Review.
succeed Caecilia Vemi S. 2012. Faktor-faktor yang mempengaruhi
Intensi berwirausaha siswa SMK. Jurnal Pendidikan
Resolving problems well Vokasi 2(1).
Henky Lisan uwarno & Ida. 2014. Intensi Kewirausa-
haan Pada Mahasiswa—Mahasiswa di Indonesia.
Learning on time
Prosiding Seminar Nasional Multi Disiplin Ilmu &
Achieving maximum Call for Papers Unisbank.
results in each task or job Martawidjaya, D.H. 2010. Teaching Factory 6 Langkah
Looking for business (Model TF-6M). Disertasi Pengembangan Kuriku-
opportunities 4.53 lum SPS Universitas Pendidikan Indonesia.
Nurul Indarti & Rokhima Rostiani. 2008. Intensi
Kewiausahaan Mahasiswa, studi perbandingan antara
Figure 1. Self-Efficacy level between SMKN 3 Garut Indoensia, Jepang dan Norwegia. Jurnal Ekonomi dan
and SMKN 9 Bandung students. Bisnis 23(4): 369–384.
80
Photovoice as promotion media to grow empathy leads to

a non-discriminating treatment against people living with HIV/AIDS
A. Demartoto, R.B. Soemanto & S. Zunariyah

Department of Sociology, Faculty of Social and Political Sciences, Sebelas Maret University, Indonesia
ABSTRACT: Health promotion copes with HIV/AIDS less optimally. This community-based par-
ticipatory research emphasized on learning, development and empowerment processes through photo-
graphic technique for People Living with HIV/AIDS (PLWHA) in Surakarta, Indonesia. Data collection
used observation, in-depth interview, focus group discussion, and documentation. Data analysis was con-
ducted using Habermas’s Theory of Communicative Action with interactive model of analysis. PLWHA
attended photovoice training about photographic technique, art and ethic, and photograph exhibition.
Photovoice is exhibited every Sunday from 6 to 9 a.m. at Solo Car Free Day as a public space for critical
dialog about the situation and condition of PLWHA, thereby achieving comprehensive rational validity
claims from the public based on truth, precision, and honesty. Photovoice serves to grow the public’s
empathy, contributing to reducing negative stigma and leading to non-discriminating treatment against
PLWHA. Technical ability, sense of art, and limited funds become the obstacles for photovoice to be the
media of HIV/AIDS socialization.
1 INTRODUCTION nities and age levels from children to adult (Killion &
Wang, 2000; Baker & Wang. 2006; Wilson et al.,
Since 2000 until today, the number of People Living 2007; Gotschi et al., 2009; Ho et al. 2011; Ward
with HIV/AIDS (PLWHA) has increased rapidly, et al., 2016). In education and learning fields, pho-
even in some locations where the transmission of HIV/ tovoice is highly regarded because it can develop
AIDS has been high (concentrated level epidemic). the students’ creativity through certain photo-
Many attempts taken in fact have not yet ensured graphic techniques, using visual message along
its case reduction effectively (Halmshaw & Hawkins, with narrative to improve learning effectiveness
2004; Laperrière & Zúñiga, 2006; Alistar & Brandeau, (Nelson & Christensen, 2012; Warne et al., 2012).
2012; Mannell et al., 2015; Demartoto et al., 2015). Similarly, public health sector targets, and certain
Cumulatively, there are 191,073 people with HIV, disease, either generally or particularly (Catalani &
77,112 people with AIDS, and 13,319 of them died Minkler, 2010; Stegenga & Burks, 2013; Moham-
in the period April 1, 1987 to December 31, 2015. med et al., 2015; Han & Oliffe, 2016; Kingery et al.,
In Surakarta, there were 1,821 PLWHA up until 2016). Photovoice is also used widely in the attempt
December 2016. of preventing and coping with HIV/AIDS, such as
The epidemic situation leading to the expansion in the United States and such African countries as
of HIV/AIDS transmission and the recognition Uganda and Kenya (Rhodes et al., 2008; Kubicek
of PLWHA’s identity within society have become et al., 2012; Markus, 2012; Fournier et al., 2014).
serious problems. On the one hand, we protect In attempting to achieveits objective, photovoice
the automatic rights of PLWHA on the behalf of has some steps to do: selecting and recruiting a
humanity, but on the other hand we injure them target audience of policymakers or community
because of social structure relations, and still-exist- leaders; recruiting a group of photovoice partici-
ing conservative religion norm and dogma. For pants; introducing the photovoice methodology
that reason, there should be intervention to change to participants, and facilitating a group discus-
health behavior, both in the group with high risk sion about cameras, power, and ethics; obtaining
of being infected with HIV/AIDS and within the informed consent; posing initial theme/s for tak-
wider society, among others, using photovoice. ing pictures, distributing cameras to participants
Photovoice is a technique that can help an and reviewing how to use the cameras; providing
individual identify, represent, and reinforce com- time for participants to take pictures; meeting to
munication through figure, image or photograph. discuss photographs and identifying themes and
Photovoice can be applied to various areas, commu- plans with participants, and to discuss a format to
81
share photographs and stories with policymakers Photovoice is the manifestation of photo-
or community leaders (Wang, 2006). graphic technique; for that reason an ability of
Photovoice is discussed in the public sphere as using the camera and understanding photographic
discursive space becomes a medium for creating art and ethic is absolute (Wang & Redwood-Jones,
mutual understanding based on validity claim as 2001). AIDS Coping Commission of Surakarta
an ideal precondition, but empirical in nature to City holds training on photographic technique,
determine the validity of a communicative action art and ethics, particularly in relation to informed
mechanism (Habermas, 1989). This research aims consent for people with HIV/AIDS, photo-editing
to develop photovoice to be both the answer and and budgeting for exhibition. So there is intensive
the alternative response of the people caring about facilitation for PLWHA in a certain period of time.
HIV/AIDS. The training participants also hold discussion and
critical dialog in relation to a photograph’s concept,
execution and editing, and they discuss intensely
2 METHODS illustration and the meaning of the photographs
taken. This process is an arena for PLWHA to
Community-based participatory research empha- voice their opinion (point of view) and to reflect it
sizes on learning processes, development and (Teti et al., 2012). This attempt is generally known
empowerment of the PLWHA community using through certain techniques in photovoice, known
photographic technique (Kemmis & Taggart, 2000; by the acronym SHOWED: S–What is SEEN
Hergenrather et al., 2009; Kindon & Sarah, 2009). here?; H – What is really HAPPENING?; O – How
At the planning stage, the author conducted need- does this relate to OUR lives/work?; W – WHY are
assessment mapping with PLWHA in Surakarta, things this way?; E – How would this image EDU-
affiliated with Solo Plus Peer Support Group, and CATE/EMPOWER people?; D – What can I DO
approved the action plan choice to reinforce the about it?. The presence of acronym SHOWED in
conception and knowledge on photographic tech- photovoice, particularly the points E (EDUCATE/
nique (Vos, 2005; Ozanira, 2012). After PLWHA EMPOWER) and D (DO), confirm the presence
have attended photographic training, produced of the empowerment process (Taboada, 2012).
photovoice media and implemented their action by Solo Car Free Day, on Slamet Riyadi Street
exhibiting photovoice media every Sunday from 6 in Surakarta, is inclusive in nature and becomes
to 9 a.m. at Solo Car Free Day, the author observed a public space choice to represent and to argue
the effect of such PLWHA’s actions. The author also about photovoice, related to the situation and
participated in a dialogic process between PLWHA condition of PLWHA. Every Sunday from 6 to 9
and the public concerning the situation and condi- a.m. at Solo Car Free Day, PLWHA hold a critical
tion of PLWHA. Finally, the author made reflec- dialog along with the people visiting and watching
tions on the photovoice used as a medium for the photovoice exhibited, and photovoice becomes
socializing HIV/AIDS and analyzed it using Hab- PLWHA’s medium to voice the conditions they
ermas’s Theory of Communicative Action. encounter. For example, they tell about their
health condition dependent on medicines, being
avoided by their beloved people, friend or family,
3 RESULT AND DISCUSSION and their apathy in realizing the fact that they are
infected with HIV/AIDS until they revive and sur-
Identity definition is a vital component of the vive. In such a communication, PLWHA attempt
social interaction process, because it determines an to make society understand their intention by try-
individual’s position and role within society. This ing to achieve validity claims considered as rational
position recognition is the manifestation of each because they are supported with truth, accuracy,
individual which ensures an individual’s existence honesty, and comprehensiveness concerning the
in his/her social environment, including PLWHA situation and condition of PLWHA.
in Surakarta. Photovoice is present as another Photovoice successfully grows empathy, con-
alternative to socializing the prevention and the tributing to reducing negative stigma against
coping of HIV/AIDS, because this issue is no PLWHA. This empathy results in support for
longer presented in formal circumstances, requir- PLWHA as well, particularly from family and
ing the audiences to sit down and to listen to what society. Photovoice opens another opportunity
the resources (informants) explain. Information for facilitating the attempt of socializing HIV/
on HIV/AIDS displayed through photovoice is AIDS, because it allows for the establishment of
the picture taken by PLWHA that is interesting to partnership network with individuals, community
watch. Behind the photographs exhibited, there is government and Non-Government Organization.
certain meaning to be interpreted by those viewing The attempt to prevent and cope with HIV/AIDS
them. has a high cost, which often becomes a constraint.
82
For that reason, photovoice can be a means of col- Hergenrather, K.C., Rhodes, S.D., Cowan, C.A., Bard-
lecting funds using both fundraising and sponsor- hoshi, G. & Pula, S. (2009). Photovoice as community-
ship from those interested in helping. Thus, it is based participatory research: A qualitative review.
not impossible for photovoice to be a medium for American Journal of Health Behavior, 33(6), 686–698.
Ho, W-C., Rochelle, T.L. & Yuen, W-K. (2011). ‘We Are
promoting HIV/AIDS that has a wide impact for
Not Sad At All’: Adolescents talk about their ‘City
low cost, and for bringing the people caring about of Sadness’ through photovoice. Journal of Adolescent
HIV/AIDS into reality. Research, 26(6), 727–765.
Kemmis, S. & McTaggart, R. (2000). Participatory action
research. In K.N. Denzin & Y.S. Lincoln (Eds.), Hand-
4 CONCLUSION book of qualitative research. London: Sage Publication.
Killion, C.M. & Wang, C.C. (2000). Linking Afri-
Photovoice has empowerment potency that can can American mothers across life stage and station
result in change within society, particularly improv- through photovoice. Journal of Health Care for the
ing the capacity of PWLHA and the public. The Poor and Underserved, 11 (3), 310–325.
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methods-reflections on participatory action research
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AIDS. It also builds sensitive culture and empathy of Geography in Higher Education, 33(9), 19–32.
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84
Finding Sudalarang as an architecture vocational village
D.P. Mulyana, L. Widaningsih & T. Megayanti

Universitas Pendidikan Indonesia, Indonesia
ABSTRACT: The government, in order to improve social welfare, launched a vocational village pro-
gram in the non-agricultural sector through the Ministry of Education and Culture. There are six require-
ments for the establishment of vocational villages: that they have abundant natural resources, a market
for service/goods, the villages should have potential, have relevant skills, and limited skills and responsiv-
ity from the rural community. The approach used in this study is descriptive qualitative with standard-
ized interview, observation, documentation and focus group discussion as the data collection techniques.
Research findings in Sudalarang show that five of the six requirements have been satisfied. The require-
ment for abundant natural resources is not a research focus because it is a non-agricultural sector. Human
resources are the greatest potential as 73% of the population are construction workers. Sudalarang village
has the potential to become a vocational village, where human resources independently manage rural
development as well as forming a community of building workers.
1 INTRODUCTION creation of employment in the non-agricultural sec-

tor. The greatest potential is human resources. There
Indonesian society is historically known as an is one community which is the builders’ community
agrarian society with subsistence farming, where in Sudalarang village, Garut, named PAKUBA
people live in the village. However, along with (Pekerja Kuli Bangunan (construction worker))
globalization and the passage of time, the title of (Nuryanto, 2012). This community becomes one
Indonesia as an agrarian society is increasingly of the key potentials in the development of an
disappearing. The views of rural communities to advanced independent village.
the successful life in the city, change the mindset of Non-formal education outside Indonesia gives
those who were initially farmers to become work- positive feedback. The validation allows for more
ers. The desire to gain higher income and a bet- opportunities of more expertise being available in
ter life is the primary motivation for villagers to the labor market. Moreover, this validation also
migrate into cities. The migration of rural commu- facilitates a better relation between skills and labor
nities into the city, or the socalled urbanization, is demand, and stimulates the transfer of skillful
the new problem for the population in Indonesia. employees between companies and economic sec-
The government sought to reduce the rate of tors. It also encourages the mobility of the labor
urbanization by providing solutions through the market in the European region (Tripon, 2014).
Ministry of Education and Culture in 2014 to the The success of rural non-agricultural vocational
establishment of vocational villages. The govern- fields also occurred in the state of Turkey after the
ment’s goal is to create high-quality jobs in the Second World War. Non-formal vocational educa-
village, especially in the non-agricultural sector. tion can reach those who are currently alienated
The establishment of a vocational village aims from formal education, so that non-formal educa-
to achieve the government’s target by changing tion can improve their empowerment by completing
the village that is left behind, yet has potentially the basic knowledge and skills that are useful (Blaak,
advanced society into an independent village that 2013). Education and training in a rural commu-
can manage the economy and the prosperity of nity or vocational training also give many positive
their community. A construction worker is one results, for instance, one of which occurs in a village
example of non-formal employment that has a lot in Turkey with the help of an experienced instructor.
of enthusiasts in Indonesia. Construction work- Asik Veysel contributes in advancing the post-world-
ers may be a major milestone in the development war village in Turkey into a musical vocation village
of the country although most do not get a formal which mostly earns a living from music (Erdal, 2014).
education in the field of building. Based on the urgency of the establishment of
In line with the government’s target to create vocational villages to create high-quality jobs in
a high-quality job in the village, it is necessary to the non-agricultural sector for the rural commu-
know the potential of the village to support the nity, researchers are interested in investigating how
85
the overview of the problems identified are: (1) build a village for the better, for example the creation
describing the characteristics of Vocational Village of irrigation channels in the village. The people often
of Architecture developed by Ministry of Educa- go hand-in-hand in the social field. For instance,
tion and Culture; (2) explaining the potential of giving donations to orphans, holding a mass cir-
Sudalarang village to be a vocational village in the cumcision for the villagers, and helping to renovate
field of architecture. damaged houses. The renovation is done with the
help of construction workers who are the members
of PAKUBA. They help materially and morally.
2 METHOD AND MATERIALS Materially, they donate building materials while
morally, they help to complete home renovation.
2.1 Research method The motivation of villagers in Sudalarang to
develop their village into a self-reliant village is also
The study used a qualitative approach, specifically
great. It can be seen from their enthusiasm during
a case study. In this kind of study, the results can-
the discussion on education and vocational training
not be generalized. This means that the final result
in the village. The desire to improve living stand-
of the identification of a Sudalarang village’s
ards and increase economy is the main reason that
potential cannot be equated with the potential of
motivates Sudalarang’s villagers to move forward.
other villages. The case study, using qualitative
research, focuses only on the potential condition
of the Sudalarang village to be a vocational village Table 1. Findings’ characteristics of vocational village
in the fields of architecture. in architecture field.
Vocational village
2.2 Object of the study requirements Result of study
Questionnaire research was carried out with the Underdeveloped Rural Sudalarang not classified
informants, who were 17 people working as con- villages but have into the village, is left behind
struction workers. Their ages ranged from 35–65 abundant natural in terms of infrastructure,
years old, and between them they had eight differ- resources accessibility and facilities
ent areas of expertise in the field of architecture. of the village.
Have limited skills of Most of livelihood as a
citizens construction worker.
2.3 Data collection Categorized as having spatial
limitations in training and
The data was collected by using observation, empowerment.
standardized interview, documentation and focus Market goods/services Services market from
group discussion as the data collection techniques. construction sector quite a
Moreover, the observation and interview guides lot. Contractor and
which were in the form of a research questionnaire sub-contractor have been
were given to the selected informants. trusted by Sudalarang
workers. Building quality was
good and tidy.
3 RESULTS AND DISCUSSION Village potency Natural resources are lush.
Majority working as
construction workers and as
3.1 Vocational village characteristic a community formed named
in architecture field PAKUBA. Service market
The characteristics of vocational village developed mostly comes from
construction field.
by the Ministry of Education and Culture can be
Have the kind of skills There are seven areas of
identified as having potency in some aspects of the that are relevant expertise available in
research. The potency is the Human Resources Sudalarang, such as
(HR) with skills that are relevant to the primary bricklayer, carpenter, stone,
job of most of the inhabitants, which is construc- finishing, electrician,
tion workers. The potency of HR is a good sign foreman and mason.
to support the establishment of a vocational vil- Responsivity of rural There is a need to increase level
lage in architecture. HR in Sudalarang village has community of economy and income.
the attitude of mutual cooperation which eases the Motivation to continue as a
activities of empowering rural communities to par- construction worker because
ticipate in non-formal education and training. the results are promising.
Their HR need to get
The attitude of mutual cooperation which is held training and to be empowered.
by the villagers unites them for working together to
86
3.2 Non-formal education village to be able to develop all their potential
independently according to the needs of each in
The Vocational Village program is intended to
order to realize the public welfare. The potency
develop HR in the rural spectrum with a regional
of a village can be seen and discovered as a force
approach, which is the rural areas that are based on
for the establishment of vocational villages in the
the cultural values by utilizing local potential. This
form of physical and non-physical potency. With-
is in line with The Constitution of the Republic
out potency, the process of the vocational village
of Indonesia No. 20 2003 Article 26, paragraph 5,
formation will be hindered.
which explains that knowledge, skills, and life skills
After the research was conducted in Sudalar-
provided by courses and training (non-formal edu-
ang, the aspects of physical potential became one
cation) is not only to develop themselves to gain
major point that stands out. HR is categorized as
higher education and professional development, but
supportive, which is mostly construction workers.
also to assist learners to work in any business units.
Non-physical potency that includes Patterns Com-
To achieve a successful vocation village in which
munity Interaction, Social Institutions, Educa-
advantages are felt by the villagers, not only is
tional Institutions, Organizations Village, Village
human resource potential required but also other
Apparatus and Officials, are met.
skills, acquired through courses and training as
From the description of the village’s potency
non-formal education. The education level of the
generally associated with Sudalarang village to be
majority of construction workers in Sudalarang
used as a vocational village, all potential aspects
village is at high school level or equivalent. Skills
have been fulfilled, both physical and non-physical
are obtained independently without following any
potential. The characteristics of vocational villages
formal education about how to build. Skills are
are also fulfilled. Sudalarang village is identified
hereditary and as if ingrained within the villag-
as having the potential of HR as a construction
ers. They are used to gaining skills without formal
worker with six priority-of-skill areas from eight
training, and this is the main reason why they are
skills recorded.
never involved in any formal education to be a con-
struction worker. Informants said that the quality
of their work is similar or even higher than those 3.4 Data analysis
who participate in formal education.
3.4.1 Sudalarang livelihood
Those successful stories are certainly not going
The livelihood of Sudalarang villagers are 148
to happen without the power of change of voca-
Farmers (FR), 82 Traders (TR), 633 construction
tional villages. The establishment of vocational vil-
Laborers (LA), 115 Construction Workers (CW),
lages is needed for the welfare of the villagers on
46 Government Employees (GE) and 7 cops/army
their own. If there is no willingness from the whole
(CA). It shows that people mostly work in the con-
village, the establishment of a vocational village
struction sector, 748 in total of construction work-
will never happen.
ers and laborers.
3.3 Village potency 3.4.2 Construction workers’ skills

Area expertise in architecture of construction
Village potency is mentioned in The Constitution
workers in Sudalarang were mapped according
of the Republic of Indonesia No. 6 2014 concern-
to the number of active members of PAKUBA
ing villages. It becomes an opportunity for every
30
30 1
700
25
600
20 1
500
400 15·
300
148 IU
.200 s
D
0 B c s F E FM M
FR TR LA IC\V Cit CA
Figure 1. Comparison of construction workers’ skills Figure 2. Comparison of construction workers’ skills
from Sudalarang village. from Sudalarang village.
87
community with 86 active members, as 79 their skills because they never got formal educa-
workers and 7 support staff. There are 7 skills that tion as professional construction workers.
were identified: bricklayer (B), carpenter (C), stone
(S), finishing (F), electrician (E), foreman (FM),
and mason (M). REFERENCES
Blaak, M. (2013). Non-formal vocational education in

4 CONCLUSION Uganda: Practical empowerment through a work-
able alternative. International Journal of Educational
Research findings in Sudalarang show that five Development, 33(1), 88–97.
Constitution of Republic Indonesia Law Number 20
of the six requirements have been met. Terms of of 2003 Article 26, Paragraph 5 about Courses and
abundant natural resources is not a research focus Training.
because it is a non-agricultural sector. The biggest Constitution of Republic Indonesia Law Number 6 of
village potency from Sudalarang is HR and the 2014 on village affairs.
greatest potential, with 73% percent of the popula- Erdal, G.G. (2014). Aşık Veysel in village institutions and
tion being construction workers. his contributions to music education. Procedia - Social
The HR of Sudalarang has the potential to be and Behavioral Sciences, 116, 1449–1453.
a good vocational village architecture. They have Ministry of Education and Culture. (2014). Technical
relevant skills for the majority of the population instructions social assistance of vocational village.
Jakarta: Kemdikbud.
living as construction workers. The willingness or Nuryanto. (2012). Improving the competence of construc-
the request of the villagers became non-physical tion workers of PAKUBA the worker’s community
potential that can help the course of the establish- through provision of knowledge in construction sector
ment of vocational villages. Aspects of potential (located in Sudalarang Village, Garut-Jawa Barat).
villages have been fulfilled, both physical and non- LPPM-UPI. Not Published.
physical potential. Likewise with the characteristics Tripon, A. (2014). Innovative technology for sustainable
of vocational villages, Sudalarang is identified as development of human resource using non-formal
having the potential of HR as construction work- and informal education. Procedia Technology, 12,
ers. HR needs training and empowering to improve 598–603.
88
Perception of vocational high school students on the transformation

of local wisdom value
E.E. Nikmawati, I. Widiaty, R. Hurriyati & Y. Achdiani

ABSTRACT: The background of this research is the importance of the transformation process of local
wisdom value in the learning process. The purpose of this study is to determine the perceptions of stu-
dents about the transformation of the local wisdom value in the cookery field of study in a vocational
school. The scope of the transformation elements consists of content, process, perspectives, context, and
design. The method used is a survey by giving a questionnaire to students who have attended the learning
of Iconic Batik Brownies Baking. The results show that the transformation of local wisdom value that
gives the most positive impression is on the meaning of learning which has an impact on the appreciation
of culture (aspect of the process). Transformation of the local wisdom value also motivates learners to
explore the potential of nature in its territory further. Learners assume that the local wisdom-based learn-
ing is a fun process of learning.
1 INTRODUCTION Learning with traditional foods is expected to be

able to present an alternative to public education
The transformation of local wisdom values which to love the food, culture, and noble values in the
are integrated in the learning process is seen as form of local wisdom based on the traditional food
a process of cultural conservation through the (Frochot, 2003; Hjalager & Corigliano, 2000).
concept of transformative sustainability peda- The traditional food is seen not only as a tra-
gogy (Burns, 2015). The transformation process is ditional cookery, but also as a room for science
important to do in a way that the learning could and local wisdom (Wurianto, 2008). This space for
be meaningful, because it is rooted in the culture knowledge and local wisdom can be transformed
and noble values that are owned and ‘close’ to the on learning so that this ‘space’ does not vanish.
students’ environment (Poikela et al., 2015). One There are two strategies that can be applied to the
of the sources of local wisdom values that can be process of transformation of local wisdom value
transformed into the learning comes from the local of the Cireundeu Indigenous Village, which are the
wisdom value of a community (Jifa, 2013). design of learning made by teachers and the imple-
The scope of the transformation elements of mentation of local wisdom value-based learning
the local wisdom value in the learning process process for students.
consists of the content aspect of learning which This study aims to determine the perceptions
contains the local wisdom value (content), mean- of students about the transformation of the local
ing perceived by students about the local wisdom wisdom value in the field of cookery learning at
value (process), to develop the students’ paradigm a vocational school. More specifically, this study
of thinking about the local wisdom value in wider tries to explore the perceptions of students about
perspective (perspectives), the context of the local the transformation elements of the local wisdom
wisdom value in a particular community (context), value (content, process, perspectives, context, and
and the design of continuous learning so that the design) on the pastry learning with the topic of
local wisdom value is integrated into daily life ‘Iconic Batik Brownies Baking’.
(design) which move simultaneously (Burns, 2015).
The value of local wisdom that comes from the
community, one of which is reflected in the indig- 2 RESEARCH METHODOLOGY
enous village of Cireundeu. Cireundeu region,
which is located in Cimahi, West Java, can be used The data collection of students’ perception about
as a source of local wisdom-based learning for stu- the transformation of the local wisdom value on
dents. Cireundeu indigenous villages is the proto- learning was done through a survey conducted
type of the nation food security village. Cireundeu among students at SMK 3 Cimahi. The choice of
has been able to promote its traditional food as a location, SMK 3 Cimahi, was based on the consid-
symbol of traditional food with local wisdom value. eration that this vocational school is located near
89
the Cireundeu Indigenous Village which is in the The Cireundeu community in the region has
same region, namely Cimahi City, Indonesia. been consuming ‘rasi’ as their main food and it
The study was designed with the involvement of has been done for generations since hundreds of
culinary practitioners from Cireundeu Indigenous years ago. They believe that if things are violated,
Village, who acted as teacher assistants in the learn- disasters will happen in their area. This distinction
ing process alongside the cookery teacher at SMK is closely related to the natural history of the food
3 Cimahi. The subject of learning for this local wis- they encountered, which is then used as the basic
dom value-based learning was making the ‘Iconic philosophy of life of the community in Cireundeu
Batik Brownies’ cake. Brownies was made using the Village.
‘rasi’ ingredient made from cassava, as a main food In addition, the eating habit of rasi as the main
of people at Cireundeu Indigenous Village. The food (made from cassava) becomes a unique phe-
brownies was also made using the iconic batik motif, nomenon in the middle of the government’s inten-
which was derived from Cimahi’s specialty batik. sive efforts to find other main foods as alternatives
Respondents involved in this research were 32 to rice. For its achievement in regard to this, in
pastry students from the cookery program, who 2009 the society of Cireundeu received a national
were students of the culinary expertise program. award from President Susilo Bambang Yudhoyono
The study also involved two practitioners as part- as one of the pioneered villages of national food
ner instructors from Cireundeu Indigenous Village. security.
A survey of students’ perceptions about the Two main unique features of the Cireundeu com-
transformation of the local wisdom value was con- munity are the cultural aspects and food security, in
ducted by completing a short questionnaire. The which the latter is based on the ‘rasi’ eating hab-
questionnaire consisted of ten statements on the its. It could be used as one of the potential travel/
Likert scale three-point. The scope of questions ecotourism educations regarding how communities
was about the transformation elements of local of Cireundeu can maintain their eating habits of
wisdom values, which are: aspect of content, proc- rasi despite the incessant flow of modernization.
ess, perspectives, context, and design. After filling In addition, the potential for ‘rasi’ as an alternative
in the questionnaire by students, the whole learn- main food to rice needs to be developed further and
ing process was completed. Analysis of the research this condition can be used as an alternative educa-
data was conducted by using Microsoft Excel to tional process for the wider community.
calculate the percentage of learners’ perceptions
about the local wisdom value of Cireundeu Indig-
3.2 Cimahi’s unique motif of batik
enous Village’s traditional foods, which was trans-
on iconic batik brownies
formed into learning at a vocational school.
Cimahi’s motifs of batik become one of the learning
content based on local wisdom in vocational schools.
3 RESULTS AND DISCUSSION Cimahi’s motif of batik used as a study for brownies
topping, is the motif of Cireundeu’s cassava, depict-
The results of this research will be described by pre- ing the Cireundeu Indigenous Village’s local wisdom
senting information about the uniqueness of Cire- of value symbolized by Cireundeu’s cassava leaf
undeu Indigenous Village as a source of learning motif (Figures 1a and 1b). Another motif which is
the local wisdom value. In this section, there is also as a content of local wisdom on brownies topping, is
an overview of Cimahi’s specialty batik motifs that the motif of Ciawitali bamboo, which is the charac-
also become an inspirational motif of local wisdom, teristic plant in the Cimahi area. Bamboo tree is like
which will also be assessed in the learning of Iconic the tree of life because there is always a source of
Batik Brownies Baking. After that, the perception of water around the bamboo tree. Water is the source
students about the learning of Iconic Batik Brownies of human life (Figures 2a and 2b).
will be presented, by transforming the local wisdom
value of Cireundeu Indigenous Village’s traditional
food and motifs of Cimahi’s specialty batik.
3.1 Local wisdom of Cireundeu Indigenous Village

Cireundeu Village is an area marked by the Gov-
ernment of Cimahi, West Java as a traditional vil-
lage. Cireundeu community, which is located in
Leuwigajah District of South Cimahi, Cimahi, Figure 1a. Motif of Inspired Figure 1b. Brownies
West Java, has a habit of consuming ‘rasi’ (cassava batik, Cireundeu’s by with motif of batik, Cire-
rice) as a main food. cassava leaf. undeu’s cassava leaf.
90
Table 2. Perception of students on the transformation
of local wisdom on the aspect of context and design.
Students’ answer (%)
Do not
Statement Agree Disagree know
Context
Figure 2a. Motif of Inspired Figure 2b. Brownies Making Iconic Batik 90 10 0
batik, Ciawitali by with motif of batik, Brownies provides an
bamboo tree. Ciawitali bamboo tree. overview of the society
and social and cultural
Table 1. Perception of students on the transforma- aspects of Cireundeu
tion of local wisdom aspects of content, process, and Making Iconic Batik 93 7 0
perspective. Brownies provides an
overview of the potential
Students’ answers (%) natural wealth of Cimahi
Design
Do not
Statement Agree Disagree know Making Iconic Batik 89 9 2
Brownies gives motivation
Content so that the local wisdom
values of Cireundeu
Making Iconic Batik 79 18 3
Indigenous villages
Brownies teaches values
(simplicity, togetherness,
of local wisdom taught
pride in their own
in Cireundeu Ingenious
products) can be applied
village
in everyday life
Brownies teaches about
Brownies provides
philosophical value of
guidelines for understand-
Cimahi’s batik
ing and applying local
Process wisdom values on educat-
Making Iconic Batik 94 6 0 ion in school, outside of
Brownies provides school, and in the family
meaningful experiences
in order to appreciate
their own culture school. 94% of students agreed the process can
Making Iconic Batik 88 10 2 provide valuable experience to love their own cul-
Brownies provides ture. 92% of students agreed that the process of
meaningful experiences transformation of the local wisdom value in learn-
about simplicity of ing can provide insights/new perspective that it is
Cireundeu community interesting to learn the local culture, as well as 90%
but have high self-esteem
of learners are inspired to explore the potential of
Perspectives other local culinary specialties.
Making Iconic Batik 90 9 1 The results of this study indicate that the trans-
Brownies inspires to formation of the local wisdom value of the ‘proc-
explore the potential ess’ aspect is able to give profound meaning for
of other local culinary
students through the learning experience. Learners
specialties
are moved to love the culture and values of local
Brownies provides an wisdom. Education in this context is seen as an edu-
understanding/new cation which is oriented in the cultural formation of
perspective that it is students’ character. Character education is seen as
interesting to learn the a solution in strengthening the identity of Indone-
local culture sia (Alwasilah et al., 2009; Kartadinata, 2010).
The impact of foreign culture, especially in the
younger generation today is very worrying. One
3.3 Perception of students about the effort that can be done to fortify the identity of the
transformation of local wisdom values younger generation is to strengthen the aspects of
Table 1 illustrates the process of transformation of character-based education. Educational character
the local wisdom value on learning in vocational of a nation is always associated with the value of
91
local wisdom. The rationality of introducing local REFERENCES
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Burns, H.L. (2015). Transformative sustainability peda-
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The process of transformation in the local wisdom Landasan Pendidikan Guru. Proceedings of the 4th
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positive influence on most of the elements of the Join Conference UPI & UPSI Bandung Indonesia,
transformation, which include the content, proc- (November), 515–530.
Telfer, D. (2000). Tastes of Niagara: Building strategic
ess, perspective, context, and design. Transforma-
alliances between tourism and agriculture. Interna-
tion of the local wisdom value provides valuable tional Journal of Hospitality and Tourism Administra-
experience for the students to appreciate our own tion, 1(91), 71–88.
culture better. Learners are more aware of local Wurianto, A.B. (2008). Aspek Budaya Pada Tradisi
potential in their region. Learners have a positive Kuliner Tradisional Di Kota Malang Sebagai Identitas
perspective on local wisdom-based learning, where Sosial Budaya (Sebuah Tinjauan Folklore). Lembaga
such learning is apparently interesting to learn. Penelitian Universitas Muhammadiyah Malang.
ACKNOWLEDGMENT
We acknowledged RISTEK DIKTI (Grant:

MP3EI).
92
Developing content of curriculum based on local wisdom

in a vocational high school
I. Widiaty, I. Kuntadi, Y. Achdiani & A. Ana

ABSTRACT: The purpose of this study was to analyze the content development of a local wisdom-
based curriculum in a vocational high school. The scope of the study was focused on the content resources
of the curriculum implemented in a vocational high school on a subject called Batik. The analysis unit
of the study was a batik pattern from Cimahi, West Java. Data was collected from three batik industries
at Cimahi through documentation, observation, and in-depth interview with their owners. The results of
the study reveal that the pattern of Cimahi Batik was inspired by the environment and the city icon of
Cimahi. The pattern, which contained local wisdom, particularly about loving nature and culture, became
an inspiration of the curriculum content development. The development of the curriculum which was
‘familiar’ with the students actually impacted the meaningful understanding of internalization.
1 INTRODUCTION batik learning in a vocational high school. Devel-

oping the contents of the curriculum in the context
Curriculum development leading to ‘wisdom’ edu- of this study is a learning strategy of Cimahi batik,
cation is becoming a new thing in today’s educa- integrated in the curriculum of the vocational high
tion. A wisdom-based curriculum (Kuhn & Udell, school. Developing the curriculum consisting of
2010; Halpern, 2010) is a curriculum in which stu- local wisdom is expected to contribute to character
dents not only learn knowledge and skills, but also education so that the learners love the culture of
use them in their society (Sternberg et al., 2007). Indonesia.
Wisdom values that are integrated in a curriculum
are believed to be able to enrich the learner’s under-
standing which is likely to lead to higher-order 2 METHOD
thinking skills, which lately have been neglected in
the curriculum (Sternberg, 2010). 2.1 Data source
The main recourse of wisdom-based curricu-
lum basically derives from the local culture, which The data source of the study is batik industry in
means it has to refer to the local wisdom of each Cimahi, West Java. A survey has been conducted in
area (Scott, 2010). Some of the possible references three Cimahi Batik industries, namely ‘Sekar Putri’,
include individual wisdom (local heroes) and col- ‘Lembur Batik Cimahi’, and ‘Batik Anggraeni’.
lective wisdom (local custom, community, envi- The data collected from the three industries
ronment), which represent the culture of local lead to the idea resources of Cimahi Batik pattern-
wisdom (Jifa, 2013). To learn the values of local making, since this pattern reflects the local wis-
wisdom, either from individuals or groups, is one dom. The inspiration of the pattern-making can
of the concepts of transformative sustainability come from the flora, fauna, nature, local heroes,
pedagogy; this concept is an attempt to learn and historical buildings, city icon(s), tourism places,
transform it to education (Burns, 2015). art, and even beliefs.
Transforming local wisdom into curriculum
plays an important role since local wisdom values
2.2 Data collection and data analysis
are commonly related to nature and environment
(Widodo, 2012), environment sustainability, and The data collection is carried out through obser-
local knowledge conservation (Barliana & Per- vation, in-depth interview, and documentation
manasari, 2014). In addition, local wisdom values study. Observation is conducted by studying and
integrated into the curriculum also encourage the analyzing various Cimahi Batik patterns processed
learners to appreciate their own culture. in each industry. An interview is conducted with
This study is aimed to develop the contents of each leader of the industry to investigate deeply
local wisdom-based curriculum, particularly on the inspiration of the pattern-making as well as the
93
philosophical meaning behind each pattern. A doc- is inspired by the huge number of bamboo trees
umentation study, in the meantime, is employed to (Figure 1b) in an area in Cimahi called Ciawitali.
define the city profile, such as its nature, culture, For people living at Ciawitali, bamboos do not
buildings, arts, tourism places, and also beliefs. only appear as usual trees, but also have symbolic
The collected data is analyzed using a descrip- meanings. They believe that each part of a bamboo
tive technique that describes the percentage of the tree, such as root, trunk, and leaves, are actually
inspiration of the batik patterns and also their phil- useful. Bamboos are also a sign of a water spring.
osophical meanings. Data presentation of batik The batik pattern of Singkong Cireundeu
patterns is the main signature of Cimahi Batik. (Figure 2a), which literally means Cireundeu Cas-
sava, is inspired from the area Cireundeu, whose
people have cassava for their meals (Figure 2b).
3 FINDINGS AND DISCUSSION Rice, which becomes most Indonesians’ staple
food, is considered taboo to eat by the people of
The idea resources (inspiration) of the content of Cireundeu. This area has received an award as a
local wisdom-based curriculum in the vocational national prototype of food sustainability, since
high school that is inspired by the three batik they have an alternative food so that they do not
industries in Cimahi can be seen in Table 1. need to have rice, which is mostly imported.
Table 1 shows that the main recourses of each Peluru and Kujang (bullets and Kujang, a tra-
industry studied are flora, nature, city icons, tour- ditional weapon) pattern is inspired by the fact
ism places, and local tools. that the city is known as an ‘army’ city (Figure 3a).
Developing contents of a curriculum based Kujang as a traditional weapon also becomes an
on local wisdom can make learners have a better inspiration, either for Cimahi Batik or West Java
understanding, since what they learn is something Batik (Figure 3b).
‘familiar’ with their needs and characteristics (Paik, The pattern of Curug Cimahi (Figure 4a) pat-
2015). These types of content are also expected to tern is taken from one of the popular tourism
enable teachers to create more concrete teaching places, namely Curug Cimahi (Figure 4b). This
and learning materials. This condition will lead place reflects Cimahi as a city that does not lack
to a meaningful teaching and learning process water. Cimahi itself literally means adequate water;
(Poikela et al., 2015). Ci (water) and Mahi (adequate).
Below are some of the pictures of Cimahi Batik
patterns inspired by local wisdom.
This pattern, namely Ciawitali (Figure 1a), is
one of the Cimahi Batik signature. This pattern
Table 1. Resources of Cimahi Batik patterns.
Idea resources Percentage

Figure 2a. The batik Inspired Figure 2b.
Flora 100 pattern of Singkong by Cireundeu
Fauna 66.6 Cireundeu. & Cassava.
Nature 100
Humans/Important People /Heroes 0
Historical Buildings 33.3
Local Custom 33.3
City Icons 100
Tourism Places 100
Arts/Local Musical Instruments 0 Figure 3a. The batik Inspired Figure 3b.
Local Tools 100 pattern of Peluru and by Bullets
Kujang. and Kujang.
Figure 4a. The Inspired Figure 4b.

Figure 1a. The batik pat- Inspired Figure 1b. batik pattern of by Cimahi
tern of Ciawitali. by Bamboo trees. Curug Cimahi. waterfall.
94
The patterns of Cimahi Batik are rarely inspired Architecture: From Ethno-Architecture to Ethno-
by historical building or local heroes since in that Pedagogy. TAWARIKH, 5(2).
area there are few of them, as is also the case with Burns, H.L. (2015). Transformative sustainability peda-
the arts and local musical instruments. gogy: Learning from ecological systems and indig-
enous wisdom. Journal of Transformative Education,
Developing the contents of curriculum based 133, 259–276.
on local wisdom demands teachers to have a bet- Davis, E.A. & Krajcik, J.S. (2005). Designing educative
ter framework in terms of scope and flexibility curriculum materials to promote teacher learning.
(Grossman & Thompson, 2008). To cope with Educational Researcher, 34(3), 3–14.
it, teachers can develop the framework using the Grossman, P. & Thompson, C. (2008). Learning from
characteristics of educative curriculum materials curriculum materials: Scaffolds for new teachers?
(Davis & Krajcik, 2005) since it can help them cre- Teaching and Teacher Education, 24(8), 2014–2026.
ate a framework that is more specific and suitable Halpern, D. (2010). Why Wisdom. Educational Psycholo-
to the needs of the learners. gist, 36(4), 2001–2001.
Jifa, G. (2013). Data, information, knowledge, wisdom
and meta-synthesis of wisdom-comment on wisdom
global and wisdom cities. Procedia Computer Science,
4 CONCLUSION 17, 713–719.
Kuhn, D. & Udell, W. (2010). The path to wisdom. Edu-
Developing the contents of a local wisdom-based cational Psychologist, 36(4), 261–264.
curriculum in a vocational high school is impor- Paik, S. (2015). Teachers’ attention to curriculum mate-
tant in developing the love of country education. rials and students contexts: The case of Korean
The contents of the curriculum based on local wis- middle school teachers. The Asia-Pacific Education
dom can be inspired by nature, city icons, tourism Researcher, 24(1), 235–246.
Poikela, P., Ruokamo, H. & Teräs, M. (2015). Compari-
places, culture, arts, and local tools. Finally, the son of meaningful learning characteristics in simulated
values of local wisdom in the batik patterns appear nursing practice after traditional versus computer-
to be a precious point which creates more mean- based simulation method: A qualitative videography
ingful learning. study. Nurse Education Today, 35(2), 373–382.
Scott, G.P. (2010). Wisdom, snake oil, and the educa-
tional marketplace. Educational Psychologist, 36(4),
ACKNOWLEDGMENTS 257–260.
Sternberg, R.J. (2010). Why schools should teach for wis-
We acknowledged RISTEK DIKTI (Grant: Pene- dom: The balance theory of wisdom in educational
settings. Educational Psychologist, 36(4), 227–245.
litian Unggulan Perguruan Tinggi). Sternberg, R.J., Reznitskaya, A. & Jarvin, L. (2007).
Teaching for wisdom: What matters is not just what
students know, but how they use it. London Review of
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Widodo, J. (2012). Urban environment and human
Barliana, M.S., & Permanasari, D.C. (2016). Learn- behaviour: Learning from history and local wisdom.
ing Pattern of Inheritance Tradition of Sustainable Procedia—Social and Behavioral Sciences.
95
Developing training and vocational education for achieving gender

equality
I.D.A. Nurhaeni
Public Administration Study Program, Universitas Sebelas Maret, Surakarta, Indonesia
Y. Kurniawan
English Department, Universitas Sebelas Maret, Surakarta, Indonesia
Supartiningsih
Department of Education, Youth and Sports, Demak Regency, Indonesia
ABSTRACT: Developing values of gender equality in an Islam-based region is difficult. The objec-
tive of this study is to evaluate the implementation of training and vocational education, that is,
Gender-Responsive Family Education (GRFE), in actualizing gender equality, embracing variables of
Communication, Resources, Disposition and Bureaucratic Structure. This research was conducted in five
Community Learning Activity Centers in Demak Regency, Central Java, Indonesia. The data was gath-
ered using focus group discussion and participatory observation. The analysis technique employs interactive
analysis of Miles and Huberman’s models. The result reveals that the effective communication between
program managers and religious leaders, the availability of human resources understanding religion and
gender, the utilization of religion-based preschools, household-based productive economic efforts, and
active husbands’ involvement in designing programs, are considered good practices of the implementation
of GRFE. To make the program more quickly and equally implemented in various religion-based areas,
educating and training about gender to religious leaders and preschool teachers become important.
1 INTRODUCTION 1999; Abouchedid, 2007; Self & Grabowski, 2009;

Vasi, 2010; Ozcan et al., 2011; Tamuri, 2013;
Indonesia has developed a program to achieve Haghighat, 2014; Pan, 2015). Paternalistic culture
gender equality in the family since 2006, namely and religious faith always position men at a higher
Program Pendidikan Keluarga Berwawasan Gender position than women. One of the arguments holds
(Gender-Responsive Family Education), then implicit gender discrimination, focusing on women’s
shortened to GRFE program. It was developed by physical personality characteristics and domestic
Indonesia’s Ministry of Education based on the responsibility, related to reinforcing its explanation
reality that women’s participation in development ‘why women cannot compete as successfully as men
and the position of women in public organizations and why their economic contribution is still lower
are lower than that of men. The GRFE program is than men’s.’ Another argument states that wom-
an effort to make families understand their rights, en’s ‘emotional characteristic’ is used to rationalize
obligations, and male and female roles, so that why women are not promoted to the top position
gender equality in families can be achieved. In its requiring many efforts and rational decision-mak-
implementation, the GRFE program is integrated ing, which is not women’s emotional characteristic
through life skills education to families. (Ozcan et al., 2011). Furthermore, it is stated that
The family has an important role to shape the women are impacted by discriminative behavior in
good character of individuals and to institutional- organizations in various aspects, covering open dis-
ize the value equality and equity among the mem- crimination, sexual harassment, and the glass ceil-
bers of the family (Puspitawati, 2012). By having ing phenomenon. Vasi (2010) stated that Muslim
socialization and implementation of this value in women have more time to become leaders, but in
the family, they can develop non-discriminative practice they frequently get marginal roles.
behaviors so that they can achieve a high level of In contrast, Sidani (2005) stated that Islam gives
education and choose the various kinds of job higher spiritual, social, political and economic
without gender stereotyping. rights to women compared to the previous period.
The effort to achieve gender equality in the family Vasi (2010) stated that women have more possi-
is not easy because of culture and religion (Wadud, bility to attend religious services more regularly
97
and more possibility to contribute their time and decisions must be transmitted to the appropriate
donate their money to religious-based activities. personnel clearly, accurately, and consistently. The
Bala (2010) stated that Islam supports equality on second is the available resources which facilitate
women’s rights. their administration, including staff, authorities and
Moreover, Tamuri (2013) stated that the for- facilities. The third is the disposition of implement-
mal education system, especially schools, in most ers. If implementers are well-disposed towards a
developing countries has overtaken nearly all fam- particular policy, they are more likely to carry it out
ily roles in educating the young generation. What as the original decision makers intended. But when
is more, Islamic educators have become important implementers’ attitudes or perspectives differ from
figures in developing young generations. There- the decision makers’, the process of implementing
fore, they require sufficient preparation in order to a policy becomes infinitely more complicated. The
effectively fulfill their responsibility. For these rea- fourth is bureaucratic structure. Two prominent
sons, the implementation of the GRFE program characteristics of bureaucracies are Standard Oper-
should be done with smart strategy. ating Procedures (SOPs) and fragmentation. SOP
This article aims at studying the implementation is a routine that enables public officials to make
of the GRFE program in Demak regency, Central numerous everyday decisions. Fragmentation is the
Java, Indonesia. Demak regency was intention- dispersion of responsibility for a policy area among
ally selected because it has strong Islamic religious several organizational units.
values. From this study, it is expected that the best
practice of the implementation of the GRFE pro-
gram, within the context of society having strong
3 RESULTS
Islamic faith, can be formulated.
3.1 Communication
2 METHOD It was found that CLACs have clear standards
and targets in implementing the GRFE program.
Demak regency was elected due to three considera- The standards and targets have been set out since
tions: first, it has a low Gender-related Development CLACs propose funding to the Ministry of Educa-
Index (GDI) and Gender Empowerment Meas- tion and Culture. They then receive some reviews
ure Index (GEM) in Central Java, Indonesia (GDI from a gender expert team, and then the reviewed
in 2013 was 88.98 and 89.28 in 2014, whilst GEM result is determined as the guidance for carrying
in 2013 was 69.33 and decreased to 66.60 in 2014 out the GRFE program.
(KPPA & BPS, 2015)). Second, it has implemented A number of those things determined in the
gender mainstreaming in Education since 2012, standard of GRFE are as follows: the first is a
in accordance with the Regulation of Education target standard, that is, the families are required
Minister Number 84 Year 2008 on Gender Main- to be financially disadvantaged, having high risk
streaming in Education. Finally, Demak regency is in gender inequality, and having school-aged chil-
one of the cities in Indonesia having high potential dren, either living in rural or urban areas. The pri-
to have conflict due to its strong Islamic culture. ority was awarded to participants who had high
Five CLACs (Community Learning Activity Cent- motivation to participate in the program. Second,
ers) in Demak regency were intentionally selected that the learning material standard has adhered to
since they had implemented the GRFE (Gender- the guidance: the embracing of Democracy and
Responsive Family Education) program, namely Basic Human Rights, Gender Equality and Con-
(CLAC) Surya Alam, Nurul Insan, Latansa, Arrafat cept, Life skills (academic, personal, social and
and Ngudimulyo. vocational), and parenting. Moreover, that learn-
The data was collected by using focus group ing materials have been suitable for the local poten-
discussion and participatory observation. The tial. Third, that the learning process standard has
analysis technique employs interactive analysis of adhered to the guidance where the learning process
Miles and Huberman’s models. was conducted by using an active learning and par-
The variables which were used in assessing the ticipation approach to the principles of equality,
implementation of the GRFE program are divided and more practices than theories. The tutors and
into four categories, that is, communication, the source persons mastered their field of knowl-
resources, the disposition of implementers, and edge. The learning groups were divided into two or
bureaucratic structure (George III, E, 1980). three groups, and the learning venue was suitable
According to George III, E (1980), the first for the local condition. The learning and training
requirement for effective policy implementation is activities adhered to the competency standard.
communication, as those who implement a decision Fourth, that the competency standard of the par-
must know what they are supposed to do. Policy ticipants has adhered to the guidance.
98
In the implementation of GRFE, CLACs In the CLACs carrying out GRFE which use Pro-
referred to the developing strategy of the Commu- ductive Economic Effort strategy, the SOPs always
nity Education Program developed by the Direc- start with counseling, practices and assistance in
torate of Community Education—the Ministry of producing productive economic efforts, such as
Education and Culture of the Republic of Indone- producing nuggets or meatballs. The materials
sia (2010 and 2014), covering (1) various resources on family and gender were inserted in-between,
such as facilities, learning materials and research whereas the religious-based CLACs always begin
collaborations; (2) process integration, covering with Islamic learning activities and then give
data gathering integration, integration of pro- motivation and endorsement of gender integra-
gram—socialization activity, assignment integration within their activities. CLACs which focus on
tion, acknowledgment and reward. preschool, applied SOPs by teaching children to
The clarity of the standards enables program read the Qur’an whilst their parents were invited
implementers to communicate the program appro- to be given some materials on the importance of
priately and consistently. integrating gender equality in looking after the
children in the family. Fragmentation was done by
making labor division among the Ministry of Edu-
3.2 Resources
cation and Culture of the Republic of Indonesia at
The study results found that the educational insti- the central government level, the educational insti-
tutions carrying out the GRFE program have suf- tution at the regency level, the CLACs carrying out
ficient human resources. They are comprised of GRFE, and partner institutions such as Gender
religious leaders understanding about gender, par- Studies Centers at universities.
ents understanding the necessity of gender equal-
ity within the family, husbands getting involved
in productive economic effort development, and 4 DISCUSSION
support of public bureaucrats in accompany-
ing productive economic effort and non-formal 4.1 The role of religious figures in Islam
institutional support (groups of Islamic religious
learning and family welfare groups/PKK). The The success of the implementation of GRFE in
involvement of human resources actually leads to Demak regency was highly influenced by the inten-
the use of the existing public facilities, For exam- sive communication among Islamic figures, educa-
ple, the co-usage of the meeting room in conduct- tional institutions and society. Islamic figures who
ing training, and the utilization of public facilities understand the values of gender equality were very
and working equipment. dominant in supporting the success of the pro-
gram. The importance of religious figures in sup-
porting a program was stated by Tamuri (2013),
3.3 The disposition of implementers Arat (2010) and Bala (2010). They stated that
The disposition of implementers in implementing the role of religious educators is very important
the GRFE program has been in line with that of because parents entrust their children’s education
the policy makers. This occurred because of the to them. Meanwhile Islam tenets have not only
intensive communication pattern and coordination explicitly endorsed the equality for women but also
between the central decision maker and decision strongly advocated and stood up for their rights.
makers in the local area (between the Ministry of The insight that Islam actually endorses gender
Education and Culture, and the educational insti- equality has countered the statements of Wadud
tution at the regency level) twice a year. Whereas at (1999) and Self and Grabowski (2009), that Islam
the level of implementer the same attitude and per- has negative influence towards gender equality.
spective of CLAC managers and the target groups
have also been developed. With the implementer
4.2 Parents’ role
disposition being in line with that of in the top
level, the implementation of the GRFE program Parents have an important role in implementing the
became easier. GRFE program. Rinaldo (2008) said that Islamic
revival has brought democratization of religious
knowledge and authority. This enables religious
3.4 Bureaucratic structure
parents to integrate gender equality values into
It was found that the GRFE program implementers their children’s education. Moreover, according
have had SOPs and conducted responsibility frag- to Eirich (2012), parents’ religiosity has influence
mentation among the existing organizational units. towards children’s behavior, even if the children
The SOPs developed by the GRFE program imple- are not religious themselves. This can be done by
menters were suited to their own characteristics. giving religious advice to their children.
99
The importance of the parents’ role in plant- orientations are important factors influencing the
ing the values of gender equality can be seen from form of family responsibility.’ Moreover, Huffman
Hannum’s studies (2009). According to Hannum et al. (2014) discovered that ‘Men and fathers sug-
et al. (2009), ‘A number of rural families think that gests that their gender roles are expanding to include
sons have more reliability on education and capabil- responsibilities beyond the workplace to the fam-
ity than daughters.’ ily domain, it is critical to understand how fathers
The different supports towards girls and boys manage the work-family interface.’ Furthermore,
were shown in Monin’s studies (2008): ‘The results Abouchedid (2007) suggested that ‘Socialization
supported that people perceive more responsiveness (siblings, parents and groups) and life experiences
from female family members than from male family contribute to the formation of gender role attitudes
members. These associations were mediated by felt as well as to their transmission across generations in
and perceived intimacy, dependence, and obligation, which children model their attitudes and behaviors
but not liking.’ Moreover Monin, et al. (2008) found on those of significant others, particularly, mothers.’
that ‘Women may typically be involved in more mutu-
ally responsive family relationships than are men, 4.4 Family economic role
meaning that they are in relationships characterized
by both more communal responsiveness to family Marks et al. (2009) stated that ‘women and men
members and receiving more communal responsive- who have higher educational attainment and income
ness from family members.’ Hoag (2014) found out express more egalitarian gender role orientations.’
that ‘mothers, communicate more with children than Moreover Marks et al. (2009) stated that ‘Consist-
fathers, teach their children how to relate to others ent with a social learning perspective, children from
socially (including being sensitive), as well as how to more economically advantaged family backgrounds
manage their emotions.’ In addition, Levin and Cur- also have more egalitarian gender attitudes.’ and
rie (2010) found out that ‘The parent-child relation- that ‘Non-traditional allocation of housework is
ship mediates the effects of poverty on child well-being likely to promote egalitarian attitudes within the
and good parenting practices are believed to lessen the family.’ and ‘Child care is stereotypically feminine
impact of marital conflict.’ activity, and marks a less traditional family role
In order to avoid or to lessen discriminative for fathers. Fathers react more negatively to crying,
treatment to children in families, mothers’ edu- fearfulness, or signs of feebleness. Fathers involve-
cation is very important (Charak & Koot, 2014). ment with children generally, reflects more egalitar-
Moreover, they stated that ‘Parental level of edu- ian gender role orientation.’
cation especially maternal education is another fac-
tor which has received much attention in the field of
child abuse and neglect.’ 5 CONCLUSION
Struffolino et al. (2015) suggested that ‘The
intersection of gender and education for family life The result reveals that the effective communica-
courses is highly context-specific. They further sug- tion between the program managers and religious
gest that different patterns of assortative mating leaders, the availability of human resources under-
play a key role for gender differences in family life standing religion and gender, the utilization of
courses.’ religion-based preschools, household-based pro-
ductive economic efforts, and the active involve-
ment of husbands in designing the programs are
4.3 Husband’s support considered good practices of the implementa-
Husband’s support has strong influence in the tion of the GRFE program. To make the pro-
changes of structure of role division leading to gram quickly and equally implemented in various
gender equality. The research result of Lotfiza- religion-based areas, the education and training
deh and Hanzaee (2014) revealed that ‘the power about gender given to religious leaders and pre-
of wives in families is significantly greater than school teachers become important.
previous decades and this issue has influenced and
changed family structure.’ Pan’s research (2015) in
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101
The development of Indonesian textbooks-based collaborative learning

to strengthen character education: A case study on vocational education
in Sebelas Maret University
K. Saddhono
Universitas Sebelas Maret, Jawa Tengah, Indonesia
P.Z. Diana
Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia
ABSTRACT: This research examines the importance of textbooks to facilitate students in learning
Indonesian subjects. The purpose of this research is to develop Indonesian textbooks-based collaborative
learning to strengthen character education on vocational education in Universitas Sebelas Maret (UNS).
The researchers adopted the theory of Research and Development (R & D) proposed by Gall, Gall, &
Borg. The sampling technique was a purposive technique, and the research sample was determined by
researchers based on the objectives and considerations that each sample represented the population of
university students in UNS. In this preliminary study, a needs analysis was carried out to prepare a pro-
totype model of Indonesian textbooks-based collaborative learning to strengthen character education
in higher education. To improve a prototype of Indonesian textbooks, peer debriefing was conducted
with experts in the field of textbooks, experts in the field of learning methods and character education.
The improved result was tested further on a limited but wider basis in UNS. The result shows that uni-
versity students’ ability to speak Indonesian using Indonesian textbooks-based collaborative learning to
strengthen character education at UNS is better than university students who do not use textbooks (using
conventional textbooks).
1 INTRODUCTION observations, was that students were not able to

work in groups well. In the work group, one or two
The Indonesian course is a course in college that students tended to do the work, while the other stu-
is mandatory for all students of the university, dents looked relaxed without taking any responsi-
especially in the beginning of their semester in col- bility in completing the task. It cannot be separated
lege. Indonesian is one of the subjects at the col- from the process of teaching and learning.
lege which is expected to train students to acquire Based on that phenomena, Vygotsky (in Liu &
Indonesian language skills. The implementation Matthews, 2005) developed the theory of social
of the Indonesian course has been considered to constructivism which has the idea that learning for
only provide theoretical material in the form of a children can be done in the interaction within the
monotonous lecture. It is supported by the research social and physical environment. This invention
conducted by Kurniady (2008) which states that or discovery in learning more easily is obtained
lecturers in general divide the Indonesian course in a person’s socio-cultural context. Constructiv-
into two terms of lectures. The first term is the pro- ism core according to Vygotsky is the interaction
vision of course materials that discuss aspects of between the internal and external aspects of the
language. Presentation of these materials is consid- emphasis on the social environment in learning.
ered boring. The second term presents Indonesian In addition to the problems described above, the
materials science, which is focused on writing sci- issue of character education was also targeted in
entific papers, techniques used in writing scientific this study. Internalized character education is cur-
papers, and commonly used techniques for writing rently a priority in building a generation of the
scientific papers theoretically. Lectures give the nation’s dignity, morals, and good manners. Still
material using lecture method. seen are low-level characters embedded in students.
Based on the background above, this study used The development of character education in college
the integrated collaborative learning through Indo- can be integrated into education in each course.
nesian textbooks. The reason for the use of col- Educational materials relating to norms or values
laborative learning, as seen from the results of field on each course should be developed explicitly, and
103
associated with the context of everyday life. Char- that have been done before (Saddhono, 2011;
acter education values are not only on the cogni- Sitepu, 2008; Syamsi et al., 2013). The steps taken
tive level, but touch on the internalization, and real were as follows. (a) Analyzing lecturers, students,
experience in student life in the community. Char- and stakeholder needs. (b) Developing Indonesian
acter education in college is an attempt to develop textbook framework. (c) Fixing the Indonesian
the character of students as a continuation-charac- textbook concept. (d) Asking for consideration and
ter development at the level of previous education. feedback on the expert’s judgment. (e) Revising for
Trends in the Indonesian language learning dur- the improvement. (f) Doing the editing process.
ing this time are to learn about the language, and The study results of this collaborative learning
less steeped in learning the language and learning study are in line with other studies which have been
through language. Learning through language conducted before by different object and media
means listen to learn, talk to learn, read to learn, (Elola & Oskoz, 2010; Barkley et al., 2012; Du and
and write to learn. Practically all the language Christian, 2011; Kessler, 2009; Lee, 2008).
skills required politeness as a part of character Effectiveness test was used to analyze the dif-
development (Setyawati, 2013). ferences between existing teaching materials and
According to Hidayatullah (2010), young peo- newly developed teaching materials. Normality
ple (students) and the future were equally the hope testing was done through two approaches, the
of the nation. In conjunction with the duties and namely chart approach (histograms and P-P Plot)
obligations of students as the next generation ide- or the Kolmogorov-Smirnov test, Chi square, Lil-
als of the nation, then the position of the students liefors or the Shapiro-Wilk. The normality test in
will increasingly become an important role, espe- this study used the Kolmogorov-Smirnov test.
cially those students who prepared a position as an Based on Table 1 above, it can be concluded that
intellectual or scholar and a leader in the future. distribution of the data is normal.
In fact, public opinion has expectations for mainly The sample of this study was collected from all
the students to develop the nation. vocational programs in Sebelas Maret University
with different education, culture, and characteris-
tic. Heterogeneity is expected to be tolerated so that
2 METHOD it can be considered as a population unit. Besides, it
can also be used as homogeneity assumption fulfill-
The researchers adopted the theory of Research ment so that ANOVA test is not bias. The homo-
and Development (R & D) proposed by Gall, geneity test is used to fulfill data variant which is
Gall, & Borg, 1996. The sampling technique was a homogenous or heterogeneous based on certain
purposive technique, and the research sample was factors. The same applies to normality, and the
determined by researchers based on the objectives homogeneity assumption used in some statistic
and considerations that each sample represented parametric analysis. The homogeneity test in this
the population of university students in UNS. study was done by using Levene test.
Based on Table 2 above, it can be concluded
that the pretest-posttest data difference between
3 RESULT AND DISCUSSION the experimental group and the control group had
statistically Levene price of 0.091 with a signifi-
The preparation of the Indonesian course textbook cance of 0.965 > 0.05. Therefore, Ho received and
started from the preparation of a prototype model. stated that the data has variation between groups
The preparation of this book is based on studies is balanced.
Table 1. Kolmogorov-Smirnov normality test.
Kolmogorov-Smirnov(a)
Data Research group statistic df Sig. Conclusion
Balance test data (Pre-test) Experiment 0.132 42 0.064 Normal

Control 1 0.121 39 0.155 Normal
Experiment test data Experiment 0.133 42 0.059 Normal
(Difference between Control 1 0.132 39 0.083 Normal
Pre-test-Post-test) Control 2 0.129 38 0.114 Normal
104
Table 2. Levene homogeneity test. 4 CONCLUSION
Data Levene statistic df Based on the explanation above, it should be reit-
erated that Indonesian education is directed to
Experiment test data 1.311 3
(the difference between
achieve some of the goals that should be owned by
Pretest-Posttest) the students, namely the ability to speak, language
Experiment test data 0.091 3 gesture, the science of Indonesian knowledge,
(the difference between self-awareness of the importance of literature for
Pretest-Posttest) self-development, and positive attitude towards
literature. The goal of this goal is that students
are able to communicate characteristically. The
results of this research are the development of
Table 3. One way ANOVA test result.
the Indonesian textbook based on collaborative
Data F Sig. Conclusion learning for strengthening character education in
vocational study programs. Universitas Sebelas
Balance test data (Pretest) 1.398 0.245 There is no Maret are having a positive impact in learning
significant Indonesian.
difference
Experiment test data 9.775 0.000 There is
(the difference between significant
ACKNOWLEDGMENT
Pretest-Posttest) difference
The author expressed his gratitude to the Indone-
sian Endowment Fund for Education (LPDP), the
Based on Table 3 data of balance test on the pre- Ministry of Finance, the Republic of Indonesia
test there was no significant difference. Meanwhile and LPPM UNS.
the data between groups has significant differences.
Based on the average price of each group, it
showed that the control group data are in one col- REFERENCES
umn, while the average of data experimental group
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group controls had no significant difference, while rative learning techniques. San Francisco: Jossey-Bass.
the experimental group was significantly different Du, H.S. & Wagner, C. (2011). Editorial: Collaborative
to the three control groups. knowledge management and e-learning. Knowledge
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assessment in this study is not to determine gradu- research: An introduction. Longman Publishing.
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Sebelas Maret.
106
English as a second language for an international nursery student

in United Kingdom
Mukhaiyar
English Department of the State University of Padang, Padang, Indonesia
S. Utari
The State University of Padang, Padang, Indonesia
R. Mukhaiyar
ISPAI Research Group of the State University of Padang, Padang, Indonesia
ABSTRACT: Practicing different language for adults requires an extra effort, but this is not the case
for children. In UK nursery classes, foreign children are exposed to a new language and use those words
in sentences so that children are able to express their ideas and feelings. In concept, this learning process
purposes four main themes and seven inter-connected shape educational programs in their early years.
Those areas are divided into three prime areas and four specific areas to help children experiencing their
development stages and acquiring English as their second language. To sum up, children’s cognitive devel-
opment is formed into seven prime and specific areas which give children an opportunity to interact and
engage with other people and their environment by playing and exploring, learning actively, and creating
and thinking critically to remain as effective and motivated learners.
1 INTRODUCTION English, but he was already mumbling using intona-

tion that was close to that of a native speaker, even
The International School in Newcastle-upon-Tyne, though none of the words he said were understand-
UK, has become a destination school for immi- able. However, he began to memorize some of the
grants and international university students who words that he learnt from school, and began to recog-
have brought their families with them to the UK. nize a thing and say it in English. In the fourth month,
Classes in the UK start from nursery and reception Azzam began to use a few words in English and tried
(years 3–4), and Key Stage 1–4 (years 5–16), where to combine them, yet not in the form of a full sen-
at every level of the classes English is one of the tence. For example, instead of saying “I’m ready,”
main subjects being taught every day. he said, “I’m yes ready”, adapting from the “I’m not
Since the students come from different coun- ready”. On the sixth month, Azzam began to make a
tries, most of them bring their home languages full sentence into a conversation, for example, “Let
at the very beginning of the school term. But this me try”, or “I want this one”, although some of the
lasts for only few months because mostly after six times he mixed it with the word in Bahasa, for exam-
months attending the school, the students begin ple, “because there are many orang there”, instead
to actively communicate and begin to understand of saying, “because there many people there”. In
what others are saying in English. One example is Bahasa Indonesia, ‘orang’ means a person.
a three year old boy who comes from Indonesia. The example above shows that a three year old
He used to speak in his home language, ‘Bahasa’ boy with no English background knowledge only
or ‘Bahasa Indonesia’. needs about six months to begin communicating
After almost a year living in the UK, Azzam – the actively in English. Without minimizing the impor-
boy’s name – cannot speak English since his parents tance of other aspects like peers, or media used at
and people surrounding him speak in Bahasa Indo- home such as English songs or movies for children,
nesia. Azzam attended the school and used only a I would like to describe class activities in one of the
few words of English vocabulary, such as ‘pee’ and nurseries in Newcastle, UK. This paper hopes to
‘poop’, the English alphabet, and numbers that he share information and ideas that can be adapted
memorized through children song. After the first or adopted by other nursery teachers all over the
three months, Azzam still could not communicate in country for teaching English as a second language.
107
2 LINGUISTICS FOR CHILDREN conceptualize and do some abstract problem
solving, though they still learn best by doing.
Children as active learners directly and immedi- • Formal operation, ages 11–16. At this stage, chil-
ately recognizing objects, people, ideas and events, dren are able to use abstract thinking like adults.
is considered as an important condition in order
While Piagette emphasizes the children as active
to reconstruct children’s cognitive ability as well as
learners alone in the world of object, Vygotsky
their development. In other words, children learn
emphasizes that the children are active learners in
concepts, form ideas, and create their own symbols
a world full of other people. Vygotsky (McCloskey,
through self-initiated activity such as moving, lis-
2002) said that language provides children with new
tening, searching, feeling and manipulating, where
tools, opens up new opportunities for doing things
adults as participant-observers give an opportunity
and for organizing information by using symbols.
for a child to get involved in interesting experiences
Young children sometimes perform private speech,
that might draw contradictory conclusions and a
where they are talking to themselves and organiz-
consequent reorganization of the child’s under-
ing themselves while doing a task or play.
standing of his/her own world.
By considering the early speech of infants and
Teaching children is different from teaching
how it develops into language, Vygotsky distin-
adults. According to Cameron (2001) there are
guishes the outward talk and what is happening in
obvious differences between children and adults:
the child’s mind. First, the infant begins to speak by
• Children are more enthusiastic and more lively using single words, for instance, ‘water’. The word
in learning. ‘'water’ might have various meanings—“I want
• Children want to be complimented by the water”, or “I just spilt the water”. The second is
teacher, rather than by the peers. when the child’s language is developed; the whole
• Children will have a go at doing an activity even undivided thought message can be broken down
they do not understand about why and how. into smaller units and expressed by putting together
• Children will easily feel bored and less motivated words that are now units of talks. Vygotsky sees the
towards an activity that they found difficult to child’s learning as developing through interaction
perform. with more knowledgeable others, who mediate learn-
• Children do not feel ashamed to speak in a new ing by talking while playing, reading stories, and ask-
language. ing questions. With the help of adults, children can
• Children’s lack of inhibition allows them to do more than they can do on their own. A concept
nearly master the native language. developed by Vygotsky is called Zone of Proximal
Development (ZPD). This is the area where children
However, Cameron said that these generaliza-
can nearly do but cannot do alone, where media-
tions cover the details that every child is different,
tion gradually moves this ZPD outwards as learners
and the difference of skill in teaching the language.
begin to be able to do more on their own.
Furthermore, she adds that beneath these gener-
Meanwhile, Bruner (Cho, 2009) emphasized the
alizations, she found that the linguistic and psy-
role of language play in children’s cognitive growth.
chological development have an important role for
In order to mediate the world for the children and to
children as active learners.
support them in solving problems, Bruner offers the
On the other hand, Piagette (McCloskey, 2002)
label of ‘scaffolding’. Based on Bruner’s research
sees children as scientists, where children as active
with North American mothers and children, the
learners develop by doing experiments on their
following are ways parents scaffold tasks effectively:
environments. He sees that thought is derived from
action. He also divides cognitive development into • By helping the children in getting interested in
assimilation and accommodation. Assimilation the tasks.
is when a child takes new experience without any • By simplifying the tasks, often breaking them
changes as new information is being processed, while down into smaller pieces.
accommodation is adjusting features with other fea- • By keeping the children on the tasks by remind-
tures that exist in the environment. Besides, Piagette ing them of the goal.
also divides child development into four stages; • By pointing out what was important or demon-
strating alternative ways to do the tasks.
• Sensorimotor, from birth–2 years. At this stage,
• By keeping the children from becoming too
the children interact physically with the environ-
frustrated.
ment, developing ideas of how things work.
• By demonstrating the tasks.
• Pre-operational, ages 2–7. At this stage, children
are not able to think abstractly, but need con- Bruner also emphasizes the formats and rou-
crete situations to process ideas. tines which are the features of events that allow
• Concrete operations, ages 7–11. At this stage, scaffolding to occur. He describes the routine of
children have enough experience to begin to parents reading bedtime stories to their children.
108
At first, they share a large picture together, and In developing PSED, children need to be able to
then they turn the pages together. The adults do communicate what they feel. Thus, children’s CL
most of the talking, like naming and telling about skill is also being developed so that children are
objects and characters in the book. Later on, par- able to let others know how they feel, what they
ents start to read simple stories, even with rhyme, need, and to ask questions. Moreover, language is
rhythm and repetition. Parents also begin to ask a means by which children learn about the world
questions about the book. As the children begin and communicate with their friends and practi-
to finish sentences and recite along, children may tioners. This is important to enhance their cogni-
begin to recite the stories based on what they tive development and in solving problems, as well
remember. The familiar and secure routine can as in building social relationships with others.
also incorporate novelty and change as the child Based on development matters in Early Years
is ready for more challenge. By doing this, the par- Foundation Stage (EYFS), here are some of the
ents help the children to operate the ZPD. activities being done by the practitioners in helping
children develop their PSED and CL:
• Encouraging children to choose to play with a
3 METHODOLOGY
variety of friends from all backgrounds.
• Labeling emotions such as sadness, happiness,
There are seven areas of learning and development
feeling lonely, and being scared, to help children
that shape educational programs in the early years.
understand the feelings of others.
All areas of learning and development are impor-
• Supporting children who have not yet made
tant and inter-connected. The seven areas are
friends.
divided into three prime area: Personal, Social, and
• Naming and talking about all feelings that are
Emotional Development (PSED), Physical Devel-
understandable and acceptable, including feel-
opment (PD), and Communication and Language
ing angry, however that not all behaviors are
(CL), and four specific areas: Literacy, Math-
acceptable.
ematic, Understanding the World, and Expressive
• Showing concern and respect to others, living
Arts and Design. These areas are delivered through
things and the environment.
topics and themes in the following activities.
• Modeling and involving children in finding
solutions to problems and conflicts.
3.1 Circle time • Value and support the decisions that children
make.
The first activity in class is circle time where chil-
• Asking for children’s ideas of what would they
dren sit in a circle form, and the teacher encour-
do if someone is sad or has cross feelings.
ages them to discuss about the focusing topic of
• Recognizing that children vary in their interests.
the term. For example, if the topic of the term is
‘people who help us’, then the teacher might ask and in CL:
the children about how they can help each other,
• Giving cues to children in changing conversa-
for example, doctor, policeman, fireman. They also
tion, especially for those who have communica-
learn to listen and recognize the initial names and
tion difficulties. For example, “now we are going
objects around them.
to talk about…”.
There are two prime areas involved in circle
• Saying children’s names, particularly for children
time: PSED, and CL. Based on SEAD (Social and
who find it difficult to ‘listen and do’, before giv-
Emotional Aspects of Development) guidance for
ing instruction or asking questions.
practitioners (Department for Children, Schools,
• Playing games that involve listening for a signal,
And Families UK, 2008), PSED has an important
for example, “ready, steady, go…!”
role to help children to success in their future:
• Using environmental sounds to talk about envi-
• Personal development (being me) is how chil- ronmental sounds, for example, asking the chil-
dren learn to understand who they are and how dren to stop and listen carefully for the sound
they can take care of themselves. around them.
• Social Development (being social) is how to • Explaining that paying attention to others when
understand themselves to relate to others, for they are speaking is important.
example, how to make friends, understand the • Giving opportunities for children to speak and
rules in social environment, and how to behave listen to make sure that the needs of children in
toward others. learning English as a second language are met.
• Emotional development (having feelings) is how • Giving children clear direction for activities
children learn to understand how they feel, and that involve more than one action, for example,
other’s feelings, by developing the feeling of “turn the computer off, wash your hands, and
empathy. get ready for dinner.”
109
• Using mime and gestures in introducing new • Adult-led activities should be in line with the
activities to support language development. EYFS ethos and therefore be playful, even when
• Giving opportunity for children to start the con- planned, with a specific objective in mind.
versation and follow children’s lead to talk about
the topic they are interested in. 3.3 Story session
• Giving children ‘thinking time’ to put their
thoughts into words. The prime area involved in this session is literacy
• Introducing new words in context of playing which consists of reading and writing. The devel-
and doing activities. opment involves encouraging children to link
• Using lots of statements and open questions, sounds and letters and to begin to read and write.
showing interest when children are speaking, and Children are given access to a wide range of read-
helping them expand on what they are saying. ing materials such as books, poems, and other writ-
ten materials, to ignite their interest.
Early language and literacy (reading and writ-
3.2 Adult-led session ing) development begins in the first three years of
life and is closely linked to a child’s earliest experi-
Adult-led activity is an activity defined, structured
ences with books and stories. The interactions that
and delivered by an adult to a child or group of
young children have with such literacy materials
children. It focuses on the direct teaching of skills
such as books, paper, and crayons, and with the
and knowledge with a specific objective in mind
adults in their lives, are the building blocks for lan-
(British Association for Early Years Foundation
guage, reading and writing development. Students
Stage, 2008). An adult-led activity has a specific
with experience in hearing and telling stories such
focus and is planned by the adult to encourage a
as myths, legends, and folklore are eager to begin
particular aspect of learning, to discuss a particular
creating or writing their own stories. Critical think-
topic or to provide an opportunity to learn a par-
ing skills, vocabulary, and language patterns are
ticular skill. The adult may introduce the material,
enhanced through the use of stories (Koki, 1998).
skill or idea, initiate the activity, and may direct ele-
In this story session, the children sit together
ments of the learning. However, once introduced
with a teacher in front while reading a book. To
the activity may provide an opportunity for chil-
help the children remember new words in the
dren to practice by themselves or to modify it.
book, the teacher uses media such as pictures or
Activities in adult-led session:
miniatures. For example, the new word in the book
• Adult-led activities can be one-to-one, in a small is ‘moon’. So, every time the word ‘moon’ comes
group or whole class. up the teacher show the miniature of a moon to
• The length of time involved will be appropriate the children. By repeating this step, the children
to the age and needs of the child. can easily remember new words being introduced.
• An adult-led activity can be either objective- Based on EYFS, here are other activities being
led with clear aims linked to EYFS Develop- done to develop children’s reading and writing skills:
ment Matters, or open-ended, where adults • Discussing similarities and differences between
observe and support learning during the activ- symbols by focusing on meaningful print, such
ity and consider next steps based on children’s as a child’s name, or book title.
responses. It can be either planned or as a result • Pointing out words in the environment and in
of a spontaneous event. For example: books.
− A specific, planned activity initiated by the • Discussing the characters in the book being read
adult to introduce new ideas, introduce a with the children.
learning provocation develop and practice • Encouraging children to predict the ending of
skills or revisit, review and consolidate previ- the story.
ous learning • Noticing the meaning of the marks, symbols
− Adult modeling a skill or behavior that the children made.
− Adult involvement in the child’s play to extend • Support the children to recognize their own
child initiated learning, support progression, name and write them.
and scaffold play and language. • Making books with children of activities they
• During adult-led activities, the role of the adult have been doing by using their photographs as
will be to directly teach, which means to system- illustration.
atically help children to learn so that they can
make connections in their learning, are actively
3.4 Math sessions
led forward and can reflect on their learning.
• Adult-led activities must be delivered by a skilled, Prime areas involved in a math session are num-
knowledgeable and thoughtful practitioner. bers and shapes. They provide children with
110
opportunities to develop and improve their skills their community through opportunities to explore,
in counting, understanding and using numbers, observe and find out about people, places, technol-
calculating simple addition and subtraction prob- ogy and the environment. Children are also sup-
lem, and to describe shapes, spaces, and meas- ported in developing the knowledge, skills and
ures. Based on National Council of Teachers of understanding that help them to make sense of the
Mathematics (NCTM), stresses the importance world. Their learning must be supported through
of an early math education as a high-quality, offering opportunities for them to use a range of
challenging and accessible mathematics educa- tools safely: encounter creatures, people, plants
tion that provides early childhood learners with and objects in their natural environments and in
a vital foundation for the future understanding real-life situations; undertake practical ‘experi-
of mathematics, where early childhood educators ments’; and work with a range of materials.
should actively introduce mathematical concepts, To help children in understanding the world,
methods, and language through a range of appro- there are school visits where children are accompa-
priate experiences and teaching strategies. Thus, nied to go to public places, such as the post office
early mathematics education is vital to the devel- to introduce the children about posting letters and
opment of young children in order to help them how letters are posted. There are also times where
to grow as learners. public officers such as policemen, firemen, and
To develop children’s skills in mathematics, the doctors come to visit the school so that children
following are some of the activities being done in can learn about different people in the community.
class: Besides, the children are also introduced to rhym-
ing books. Nursery rhymes help children to learn
• Using language numbers such as ‘one’, ‘two’, positive attitudes, and challenge negative attitudes
‘lots’, ‘fewer’, ‘how many’ or ‘count’ in a variety and stereotypes, based on the story of the rhyme.
of situations. Moreover, nursery rhymes help children to easily
• Supporting children to count things that are not recall and memorize new words; teaches children
objects such as hops, jumps, clicks, or claps. This that events happen in sequence and they begin to
is to help children in developing their under- learn how to understand a story and follow along;
standing of abstraction. learn simple math skills as they recite them since
• Helping children to understand that one thing rhymes use pattern and sequence; and help chil-
can be shared, such as a pizza can be shared into dren to imagine what the characters are doing.
several slices. The following are other activities being done in
• Asking questions while reading number stories class to help children in understanding the world:
or rhymes, for example, “when one more frog
jumps in, how many will there be in the pool • Practitioners encourage children to talk about
altogether?” their own home and community life, and to find
• Using pictures and objects to illustrate counting out about other children’s experiences.
songs, rhymes, and numbers stories. • Practitioners ensure that children who learn
• Supporting children thinking about numbers English as a second language have opportunities
and simple problems by encouraging them to to express themselves in their home language
use mark-making. some of the time.
• Talking about the strategies they can use, for • Provide children with supplementary experience
example, to work out a solution to a simple and information to enhance children learning
problem by using fingers or counting out loud. about the world around them.
• Demonstrating the language for shapes posi- • Practitioners help children to be aware of fea-
tion and measures in discussion, for example, tures of the environment in the setting of the
‘shape’, ‘box’, ‘in’, ‘on’, ‘under’, ‘long’, ‘longer’, immediate local area, for example, making visits
‘longest’. to a park or museum.
• Encouraging children to talk about shapes they • Children are introduced to vocabularies to ena-
see and use, and how they are arranged and used ble children to talk about their observations and
in constructions. to ask questions.
• Value children’s constructions by helping to dis-
play or take photographs.
3.6 End of day
The prime area involved in this session is Expres-
3.5 Circle time session – understanding the world
sive Arts and Design (EAD). In this session, chil-
A prime area involved in this session is under- dren are enabled to explore and play with a wide
standing the world. Practitioners are guiding the range of media and materials, as well as providing
children to make sense of their physical world and opportunities and encouragement for sharing their
111
thoughts, ideas and feelings through a variety of are supported in using all of their senses to learn
activities in art, music, movement, dance, role-play, about the world around them and to make con-
and design and technology (Statuary Framework nections between new information and what they
for the Early Years Foundation Stage, 2012). already know (Statuary Framework for EYFS,
In this session, children are given opportunities 2012). The following are what practitioners do to
to be creative where they can express these through help children in developing their PD:
movements, making and transforming things, and
• Encouraging children to move with controlled
using a variety of media such as crayons, paints,
effort, and use associated vocabulary such as
scissors, and paper. It involves children in initiat-
‘strong’, ‘firm’, ‘heavy’, ‘reach’, and ‘floppy’.
ing their own learning and making choices and
• Creating moods through music from different
decisions. According to Sharp (2004), creativity is
styles and cultures, and talking about how people
an important human characteristic. It is perhaps
move when they are sad, happy, or cross.
best thought of as a process, requiring a mixture
• Playing games to motivate children to be active.
of ingredients, including personality traits, abili-
• Talking to children about why they should take
ties and skills. Practitioners can help children to
care while moving freely.
develop their creativity through a creative environ-
• Teaching children to use equipment safely, such
ment, play, behaving creatively and praising chil-
as cutting using scissors.
dren’s creative efforts. As an example, practitioners
• Encouraging children to rest when they are
supporting children’s response to different textures
tired and giving explanation, or explaining, why
by touching sections of a texture display with their
they need to wear wellingtons when it is muddy
fingers or feeling it with their cheeks to get a sense
outdoors.
of different properties.
• Talking about the importance of hand-washing.
The following are other activities that practi-
• Helping children who are struggling with self-
tioners do to develop children’s EAD:
care by leaving a last small step for them to
• Introducing vocabularies so that children can complete. For example, pulling up their trousers
talk about their observation and experience, for from just below the waist.
example, ‘smooth’, ‘shiny’, ‘rough’, ‘prickly’,
Hence, to support children’s learning and devel-
‘soft’, ‘hard’.
opment, practitioners observe every child by look-
• Letting the children choose the colors they are
ing, listening, and taking notes that describe every
interested in as they begin to find the difference
child. The information can also be obtained from
between colors.
parents/carriers about children at home. Further, the
• Making suggestions and asking questions to
practitioners doing assessment analyze the observa-
extend children’s ideas of what is possible, for
tions they make to help identify where the child may
example, “I wonder what would happen if….”.
be in their own development pathway. The observa-
• Supporting the children to think about what
tions and assessments are needed to make plans to
they want to make, including the process and the
consider ways to support the children strengthen
materials they need.
and deepen their current learning and development.
• Supporting the children’s excursion into imagi-
nary worlds by encouraging inventiveness,
offering support and advice on occasions, and
4 RESULTS AND DISCUSSIONS
ensuring that they have experiences that stimu-
late their interest.
In general, there are two ways in which children
Another prime area in EYFS is PD. This prime learn a second language. According to McLaughlin
area lies in every activity in class, and covers two et al. (Halgunseth, 2013), children learn a second
aspects: moving and handling, and health and self- language through simultaneously second language
care. The aspect of moving and handling allows learning, and sequential second language learning.
children to move freely, such as run skillfully, walk Simultaneously a second language learner is when
downstairs, use one-handed tools or equipment, children are exposed to more than one language
hold pencils between thumb and two fingers, while since they were babies. This commonly happens to
the aspect of health and self-care allows children children whose parents speak separate languages
to understand that the tools have to be used safely, to them at home, for example, a mother speaks
manage to wash and dry hands, and attend to toi- English while the father speaks Bahasa Indone-
let needs when needed. The physical development sia. In this process, children begin to notice the
of children must be encouraged through the pro- difference between languages used at the age of
vision of opportunities for them to be active and six months and then they begin to choose which
interactive and to improve their skills of coordina- language they prefer to hear and use. Meanwhile,
tion, control, manipulation and movement. They a sequentially second language learner is when
112
children are exposed to only one language but then techniques to interact with children (Halgunseth,
are suddenly introduced and having to use another 2013). For example, talk about the importance of
language. For example, it is when a non-English hand-washing:
speaking child enters an English-dominant class-
• Using sentences that are easy to understand.
room. In this way, children might face four stages
• Listening to what children say to show that we
in acquiring the second language:
are interested.
• Home language use, where children are still • Being patient because we might need to explain
using their home language. several times.
• Silent period, where children realize that their • Using eye contact.
home language is not working so they choose to • Having a friendly approach; smile, listen.
be silent and rely heavily on non-verbal means to • Not assuming that children will not
communicate with others. understand.
• Telegraphic and formulaic speech, where chil-
Furthermore, providing children with more
dren begin to communicate using the second
opportunities, letting them help, allowing them to
language in small utterances (for instance, “me
explore, informing them about the importance of life,
down”, “me want”) or by repeating the words of
and providing a secure environment, are also impor-
others.
tant to develop positive relationships with children.
• Productive language, where children begin to
In conclusion, by maintaining positive relation-
use the second language to express their ideas
ships with children and providing them with an
although in basic and simple sentences and
enabling environment, children will find it easier
grammatically incorrect.
to learn new language and understand the use of it
Children who learn English as a second language in communication. However, another aspect that is
in the area where English is the main language on also important to notice in exposing new language
an everyday basis seem to have big advantage to to children in nursery is the ratio between the
be able to learn and acquire the language faster number of staff and the number of students in the
than children who learn English as a second lan- class. It is because children who spend six hours
guage in a non-English speaking area, for exam- in school need to feel individually noticed, thought
ple, Indonesia, China, or Thailand. An important about, and responded to sensitively and consist-
factor in determining the success in learning a lan- ently. And it can only be achieved if the number of
guage depends on the amount of comprehensible staff is adequate for the number of students.
input to which that learner is exposed so that they
understand the meaning of each word based on
its context through the use of gestures, examples, 5 CONCLUSION
illustrations, and experience. This can be achieved
by providing them with an enabling environment EYFS is the statutory framework that sets the
where children can learn comfortably as well, as standards that all Early Years providers must meet
well as being suitable for learning activities, either to ensure that children learn and develop well and
inside or outside of the classroom. are kept healthy and safe, which is mostly adapted
However, to meet children’s needs either inside by the international primary schools in the UK. It
or outside of the classroom, practitioners must promotes teaching and learning to ensure children
know the children’s emotional environment so that are ready for school and gives children the broad
children will feel comfortable and will be more range of knowledge and skills that provide the
willing to try things out. Thus, building positive right foundation for good future progress through
relationships with children is also important in the school and life.
learning process. With the help of adults, children Children learn language through their cogni-
can do more compared to what they can do with- tive development that is formed into seven prime
out the help of adults. Positive relationships with and specific areas; Personal, Social and Emotional
children are very important because when children Development; Physical Development; Commu-
have a good relationship with practitioners, they nication and Language; Mathematics; Literacy;
will be less likely to show unwanted behaviors, Understanding the World; and EAD. In each area,
and develop their language acquisition as they feel children are given opportunities to interact in posi-
confident to talk. Besides, practitioners can also tive relationships and enabling environments where
understand each child’s needs and give appropri- children engage with other people and their envi-
ate response because they already understand the ronment through play and explore, learn actively,
children’s expressions and emotions. and creating and thinking critically in order to sup-
The positive relationships with children can port children remain effective and motivated learn-
be noticed through interaction. There are several ers. This is in line with theory proposed by Mary
113
Lou (McCloskey, 2002) about seven instructional Cameron, L. (2001). Teaching languages to young learn-
principles in teaching English to young learners. ers. Cambridge: Cambridge University, UK.
She stated that teachers should: offer learners Cho. (2009). Characteristics of Young Learners.
enjoyable, active roles in learning experiences; help Languages and Children. Chapter 1.
Department for Children, Schools, and Families. (2008).
student develop and practice language through Social and emotional aspects of development. London:
collaboration; use multi-dimensional, themati- The National Strategies, UK.
cally organized activity; provide comprehensible Halgunseth, L. (2013). How children learn a second lan-
input with scaffolding; integrate language with guage. Diversity in Education Special Contributor.
content; validate and integrate home language and Education.com
culture; and provide clear goals and feedback on Koki, S. (1998). Storytelling: The heart and soul of edu-
performance. cation. Honolulu: PREL Briefing Paper, Pacific
By maintaining positive relationships and provid- Resources for Education and Learning.
ing children with an enabling environment in every McCloskey, M. L. (2002). Seven instructional principles
for teaching young learners of English. San Diego:
area of development, children are helped in under- TESOL Symposium, Georgia State University.
standing the use of English as a second language Sharp, C. (2004). Developing young children’s creativity:
and begin to be able to use them in their daily lives. What can we learn from research. England, UK.
Statuary Framework for EYFS. (2012). Setting the stand-
ard for learning, development, and care for children
REFERENCES from birth to five. Department of Education. UK.
Watkins, C., Carnell, E., Lodge, C., Wagner, P., and
British Association for Early Childhood Education. Whalley, C. (2002). Effective learning; NSIN Research
(2008). Development matters in the early years founda- Matters. Institute of Education. University of Lon-
tion stage. London: Early Education UK. don, UK.
114
Confirmatory factor analysis of trans-adapted generalized trust

belief scale in Bahasa Indonesia on poor adolescents in vocational
high schools
N. Astiyanti
SMKN 1 Kota Sukabumi, Kota Sukabumi, Indonesia
D. Harding & E. Fitriana

Faculty of Psychology, Universitas Padjadjaran, Indonesia
ABSTRACT: Interpersonal trust is necessary for poor adolescents who attend Vocational High School
(VHS), especially in dealing with social situations. The most frequently used measuring instrument for
interpersonal trust determination is the Children’s Generalized Trust Belief (CGTB) scale. This study is
aimed to develop and testify construct validity of the Indonesian trans-adapted version of the scale as an
age-appropriate scale for poor middle adolescents in their VHS years. Thus the scale can be reliable to be
used in other similar research in Indonesia. The original scale has been trans-adapted into Bahasa and
after twice piloting, with 591 participants (M = 16.78 years) involved in the main study. The scale reaches
the high value of internal consistency while Confirmatory Factor Analysis (CFA) modeling has resulted in
valid and significant path diagrams, where 4 of 12 loadings are very significant. The differences between
this study and those of others may be due to the nature of interpersonal trust as an affect-laden construct.
1 INTRODUCTION This condition leads to a more challenging teach-

ing and learning process. Teachers are required
Anecdotally, Indonesia reaches 16.9 point of 100- to maintain awareness of both culture of poverty
index in the world map of interpersonal trust. The and individual needs of students from low socio-
higher the points, the greater the potential for the economic background to be facilitated (Pellino,
country to achieve its population welfare, and vice 2007; Yates et al., 2003). In fact, earning tertiary
versa (Medrano, 2009). It reinforces the significance education such as Vocational High School (VHS)
of trust in the form of social capital. Countries for students in poverty is pragmatically offered
with high-trust societies achieve legal compliance, as one of the effective vertical mobility devices
social solidarity and high economic prosperity (Prasetyo, 2008). Graduating from VHS is a scaf-
(Fukuyama, 2010). In this case, the study of inter- folding to acquire marketable skills and personality
personal trust with high levels of prosperity and that is suitable for industry employment, continu-
low levels of poverty in a country can be explained. ing education and/or entrepreneurship.
Statistical data (Badan Pusat Statistika, 2016) Pellino (2007) proves that a safe and trusting
showed that the prone-to-be-poor population classroom allows learning enhancement for stu-
group in Indonesia tends to decline while the pop- dents in poverty. Interpersonal trust is important
ulation group in absolute poverty tends to increase to study because so many social learning proc-
annually. Despite the national gini ratio having esses take place in the form of formal and informal
declined .01 point from .41 (March 2015) to .40 teaching rather than direct experience. Therefore,
point (September 2015), the West Java Province individuals must be able to believe that the sources
gini ratio is above the national number at .43 point. of information or the resources of learning can be
It means that the degree of inequality of income relied on (Rotenberg, 2010).
and prosperity of the population of West Java is at Sen (1999) argues an alternative lens to view
an alarming level (yellow zone)1. poverty as the deprivation of certain basic capa-
Schools in West Java have more diverse stu- bilities within a multidimensional perspective. In
dents than in any other provinces, accordingly. this regard, most parents in a poverty context have
good intentions to provide sensitive, appropriate,
yet consistent caregiving that would strengthen
1
http://www.neraca.co.id/article/40694 their infants’ and children’s trust capacity.
115
However, they should deal with limited resources instrument in a non-English language (Zucker
that cannot be solved easily and quickly (Yates et al., 2005). The Standards (American Educa-
et al., 2003). Thus, Anthony (1987) suggested that tional Research Association et al., 1999) concerns
such a situation be as a form of deprivation. trans-adaptation of assessment regarding language
Interpersonal trust issues are still very limited to be proficiencies of an examinee. According to inter-
investigated from a developmental paradigm, espe- national standard, there are six recognized stages
cially among children and adolescents. Nevertheless, of cross-cultural adaptation procedure, on which
interpersonal trust during childhood and adoles- the scale in Bahasa Indonesia version has been
cence affects individuals by adulthood (Rotenberg, developed (Beaton et al., 2000).
2010; Szczesniak et al., 2012). Meanwhile, Rotenberg The CGTB scale consists of 24 items by 3 bases
(2010) reviews that the most current psychological and 4 targets. Optional answers are provided on a
literature on childhood or adolescence fails to pro- Likert five-point scale (1 = very unlikely, 5 = very
vide any allusion to interpersonal trust at all. likely). After single forward translation, another
Starting from 1986, Rotenberg (2010) notes that translator made backward translation regarding
interpersonal trust among children and adolescents comparability wording in English to a version in
is marked as a highly significant phenomenon for Bahasa Indonesia.
researchers from various nationalities and cultures. The first adaptation attempt was addressed to
After reviewing both preceding measurement tools alter 18 names of children within scale using per-
HCITS (Hochreich, 1973) for sixth grade children son perception with commonly Indonesian names.
and ICTS (Imber, 1973) for fourth grade children, Some situations of scale that are originally targeted
Rotenberg et al. (2005) analyzed construction and for elementary school children who reside in the
validation of Children’s Generalized Trust Belief UK were also adjusted to Indonesian middle ado-
(CGTB) scale for 9-to-11-year-olds. CGTB was lescents’ developmental preferences. Before being
developed on Base × Domain × Target (BDT) dimen- piloted, the Indonesian version scale was read by
sions framework of interpersonal trust. CGTB is three representatives of poor middle adolescents
also diversified for late adolescents (Randall et al., and were reviewed by an expert committee of the
2010) and for 5-to-8-year-olds (Betts et al., 2009). Faculty of Psychology, Universitas Padjadjaran.
However, there is no corresponding measure of Participants confirmed written informed con-
interpersonal trust for middle adolescents, especially sent before being involved in the pilot study. Within
those whom are expected to play a family backbone classroom counseling services hours in both VHSs,
role immediately after their VHS graduation. In participants completed the first form of Indone-
addition, such studies that relate to topic of trust sian version scale. With a 98.5% response rate, data
from adolescent-parents relationship primarily focus from 201 completed questionnaires were involved
on European and European American adolescents in psychometric properties analysis (Brown, 2011;
(Smetana, 2010) who are culturally and socially Suliyanto, 2011; Osterlind, 2010; Freidenberg,
differed from Indonesian middle adolescents’ char- 1995). Even though the reliability coefficient
acteristics and preferences. Therefore, the study is (α = .722) is at high level (Munro, 2001), the valid-
aimed to develop and testify the construct of the ity (r = −.245 −.0732) and item analysis evidences
Indonesian trans-adapted version of CGTB scale as (r = −.024 −.478) in average are at a poor level.
an age-appropriate scale to assess interpersonal trust To explain those unexpected results, some of the
for middle adolescents in poverty during VHS years. participants were interviewed and the responses
Based on the reliability and validity evidences were reviewed. The second adaptation attempt
of the measurement instrument in other countries, was aimed to modify protagonist figures in person
trans-adaptation and Confirmatory Factor Analy- perception scale into disposition of self-evaluation
sis (CFA) modeling for psychometric analysis need scale. Through face validity and expert judgment,
to be performed. Therefore, this study is proposed the second form of Indonesian version scale was
to translate CGTB from English to Bahasa Indo- tested with a relatively smaller number of different
nesia, to perform a transcultural adaptation, and participants (n = 49). The validity and reliability evi-
to examine the Indonesian version of CGTB psy- dences significantly increased (α = .821), 18 items
chometrically through CFA modeling. were acceptable and all indicators were represented.
To support increasing likelihood, eight parallel
items for some single-item-indicators were involved
2 METHOD in the final form to be applied in the main study.
2.1 Trans-adaptation process

2.2 Participant
Trans-adaptation is concerned with the combina-
tion of translation and adaptation required to pro- By utilizing stratified random sampling technique
duce a reliable and valid version of a measurement (Shaughnessy et al., 2009), there were 643 participants
116
of poor adolescents of both VHS clusters in Kota teacher (ETT) and peer (ETP) in keeping the secret
Sukabumi involved in this main study. With 91.91% of participants. Finally, honesty trust is indicated
response rate, the final form data was obtained from by sum of mother (HTM), father (HTF), teacher
591 participants. Demographic data is presented in (HTT) and peer (HTP) in telling the truth.
Table 1. The data reach α-Cronbach = .768 which is Based on the interview results during the pilot
at a high level of reliability. Besides, 25 of 26 items study, very few of the participants and also their
are considered acceptable (Kaplan & Saccuzzo, counterparts had some romantic partners. Thus,
2009; Munro, 2001; Freidenberg, 1995). romantic partner is not determined as one of the
trust targets, as had Randall et al. (2010) deter-
mined for late adolescent group.
2.3 CFA modeling
The construct is reflected by indicator formula
CFA is based on the assumption that the observed of 3 × 1 × 4 BDT. There are 3 bases to 4 targets
variables are not perfect indicators of latent or in a domain. Thus, interpersonal trust CFA model
constructs variables. In order to be measured, the (Figure 1) performs 12 measured indicator variables
construct should be operationalized into observ- and a latent construct. All parallel item data in each
able variables or indicators that are drawn up into measured indicator is analyzed as an aggregate.
items of statements or questions to be responded. Based on developmental characteristic of ado-
The response of participants is exactly quantified lescents, on one hand they are enduring growth,
and analyzed in an effort to represent the construct while on the other hand, they are improving inde-
into defined behavior or a particular profile. Next, pendence. Their ambiguity of autonomy, harmony
the study is designed to produce an empirical result and conflict dimension during puberty turns to
and the measurement validity is assessed (Wijanto, clarity. Healthy development of middle adoles-
2008; Hair et al., 2006; Osterlind, 2010). cent is indicated by parents’ de-idealization as the
Conceptually, interpersonal trust refers to a perfect resources who will provide all he/she needs
defined set of beliefs about reliability, emotion and emotionally as well as behaviorally. They tend to
honesty of individuals which comprises positive not only realize their parents’ weaknesses, but also
expectation of their behavior (Rotenberg, 2010). accept their parents’ limitation as human beings.
Operationally, interpersonal trust is constructed However, healthy middle adolescent is also marked
as quantified scores of participants’ responses by peer conformity in a more limited group such
towards a trans-adapted questionnaire designed clique (Steinberg, 2001; Steinberg & Silk, 2011;
for individual trust measurement regarding indica- Vazsonyi et al., 2003; Randall et al., 2010). There-
tors of reliability, emotion and honesty addressed fore, the scale is expected to confirm that the par-
to mother, father, teacher and same-sex peer. ticipants would address their trust to mother, father
Reliability trust is indicated by sum of mother and peer at a higher level than they do to teachers.
(RTM), father (RTF), teachers (RTT) and peers
(RTP) in keeping the promise. Emotional trust is
indicated by sum of mother (ETM), father (ETF),
Table 1. Demographic data of participants.
Age (years) (Mean, ± SD) 16.78 2.69
Gender distribution % n
Girls 44.16 261
Boys 55.84 330
Level of VHS % n
XI-graders 48.90 289
XII-graders 51.10 302
Type of settlement % n
Legally owned by parents 73.77 436
Extended family house 9.99 59
Rented house 8.21 49
Boarding house 1.32 8
Others 5.41 32
Head of household % n
Biological father 71.91 425
Biological mother 15.73 93
Others 10.66 63 Figure 1. Measurement model of trans-adapted inter-
personal trust scale of adolescent living in poverty.
117
To produce empirical results, the study is designed Table 2. Standardized factor loadings, T-value, average
by determined coefficient of correlation data. The variance extracted and reliability estimates.
model is estimated using fixed parameter, both
factor loading and error estimation. However, free Indicator Std. factor loadings T-value
parameter in manner of correlation between indica- RTM .28 5.75
tors is possible. While Maximum Likelihood Estima- RTF .26 5.18
tion (MLE) is determined as estimation technique, RTT .31 6.26
the model is estimated using computer program RTP .28 5.61
LISREL8.7. The estimation becomes relatively chal- ETM .53 11.13
lenging with sample size of 591, because the system ETF .53 10.43
with >400 data points tends to be more sensitive in ETT .54 10.52
identification for differences (Hair et al., 2014). ETP .39 8.08
The significance and the validity of the CFA HTM .33 6.57
empirical model is analyzed using the test criteria HTF .41 8.34
for model fitness (goodness of fit/GOF) and spe- HTT .32 6.44
cific evidence of construct validity. Firstly, absolute HTP .60 12.07
fit measure is used to assess the appropriateness Average Variance 23.2%
of the overall model. In this study, statistical Chi- Extracted
Square (χ2) and degrees of freedom (df), probabil- Construct .697
ity (p), Goodness of Fit Index (GFI) and RMSEA Reliability
(Root Mean Square Error of Approximation) are
considered to summarize overall fitness. In this
case, RMSEA also doubles as the index criteria of Table 2 displays standardized loadings of fac-
badness of fit. And secondly, the incremental fit tors, T-value and also both Average Variance
measure is a measure used to compare the resulting Extracted (AVE) and CR estimation. Entirely
model with other models or baseline models. For T-value ≥ 1.96 of path diagrams.
this study, Comparative Fit Index (CFI) is used BDT 3 × 1 × 4 formulation in the construct of
(Hair et al., 2014). interpersonal trust variable consists of 25 items
that are aggregated into 1–3 items per indicator.
Meanwhile, the item format of the scale is rela-
3 RESULTS AND DISCUSSION tively perceived distinguished by participants in
spite of relatively suitable content of item.
Because values of χ2/df = 399.32/54 = 7.394 in Poor adolescents in VHS believe that peer hon-
the p-value are .0000 and RMSEA .104, the esty is strongly associated with openness regarding
empirical model of CFA is estimated to be not a peers’ financial to look for loan in order to pay
fit. Due to that, model modification is taken in daily needs. Further, they tend to devote a strong
accordance with the theory. The model is modi- effort towards providing a loan, even though they
fied by gradually adding 5 of 10 error covariance, should be in debt. They hope that they will be
suggested in order to obtain the model fitness. treated the same when common conditions occur.
Due to the results of these modifications, the Thus, belief in peer honesty associates to solidarity
value of χ2/df = 131.84/48 = 2.746. Although the among poor adolescents with target trusts which
p-value = .00000, the value of RMSEA .054 and usually are their counterpart from poor families.
CFI and GFI > .90, which overall show that the Meanwhile, teachers are predominantly targeted
measurement model is a fit. as resources that are ranked capable to keep poor
Accordingly, the empirical model fits to the students’ secrets of their parental conflict or friends’
theoretical model, and each indicator significantly deviant behavior. Frequently, telling teachers about
reflects the construct. Four loadings exceed .50 rule their parental conflict is linked to their expectation
of thumb, that is, HTP, ETT, ETM and ETF fac- in stress-relieving and resistance-gaining, so that
tors, while the others are below .50. Even though the the conflict would have no effect on their academic
loadings estimates statistically are significant, the 8 activity and concentration. Moreover, telling the
loadings <.50 are too low for good item qualifica- teacher about the conflict is meant to invite the
tion. Besides, a value of AVE = .232 confirms that teacher into familial conflict resolution.
there is inadequate convergence because of more Unlike teachers whose trust being granted by
error revealed in the item than variance explained by parents easily, fathers are accountable for more
the construct. However, a value of CR = .697 (Con- diverse feeling and experience of poor students,
struct Reliability) shows the evidence of reliable or that is, feeling of happy/unhappy, appreciation/
internally consistent construct (Hair et al., 2014; resentment, and the desire to surprisingly give/be
Wijanto, 2008). hostile to mother. Randomly, these father reliances
118
are represented by poor students who live with bio- as producing a whole new assessment in term
logical parents at home. Fathers also become the of efforts as well as financial cost (Zucker et al.,
target of trust about academic difficulties that are 2005). Nowakowski et al. (2010) offered the more
associated whether to lessen content understand- valid and contemporary measurement method in
ing or quality of poor students’ relationships with interpersonal trust assessment through neurobio-
a particular teacher. logical investigation. The study is approximately
Specifically, poor students rely on their mothers directed to a biometric approach that required a
(Werner, 1993, 2005) as trust target for romantic relatively costly advanced technology.
feelings and experiences because fathers usually Finally, interpersonal trust development dur-
forbid them to deal with such experience before ing middle adolescence relies on intensively and
they are perceived to be grown up. The interview progressively learning and the facilitation process.
data shows that poor adolescents propose to dis- Interpersonal trust development sounds like boost-
close such experience in terms of cultural norm ing competence of an athlete in a particular sport.
understanding that is applicable for opposite sex Poor students who devote some efforts to chal-
relationships around their environment. lenge, strengthen and improve their interpersonal
Interpersonal trust is one of the affect-laden trust development, will gain benefit not only to be
trust constructs (Rotenberg, 2010). That is, empiri- more resilient individuals but also to be potential
cal data per se is insufficient to explain individual social agents (Resilience Institute, 2014; Luthar,
trust dynamic; it is implied to either context or con- 2003; Werner, 1999, 2005; Sroufe et al., 2005).
tent to finally be considered as interpersonal trust.
Most of the poor students in this study, for exam-
ple, have been taught earlier to always not only trust 4 CONCLUSION
their parents as their most significant others but
also to have to obey any rule or conduct that their All in all, the theoretical model of interpersonal
parents determined. Accordingly, they believe that trust significantly fits with the data. That is, the
mistrusting parents is unacceptable, thus resulting factor of reliability trust, emotional trust, and
in negative consequences. In the meantime, they honesty trust are believed among poor adoles-
grow up with a rising publication about phenomena cents in VHS as the ability to show trust towards
of physical as well as professional violence towards mother, father, teacher and peer. Specifically, qual-
teacher figures. This issue potentially leads them ity of item for HTP, ETT, ETF, and ETM factors
to underestimate or avoid teachers as trust target. of a total 12 indicators are at a good level, while
Such cultural norms and dogmatic values that are the others are below that. Therefore, the four indi-
grounded and believed by the target group are cators employed are determinant factors of the
investigated, to contribute towards the relevance of construct.
the construct (Das & Teng, 2004). The CFA of trans-adapted interpersonal trust
Besides, in such a context emerges the possibility scale shows that poor adolescents in VHS trust
to examine a wide array of trust targets in accordance their peer and teacher more than their mother and
to whether institutional purpose of VHS graduates father. They tend to select their trust target based
or socio-political role of adolescents as first voters. on their needs in terms of emotional trust that are
On the other hand, psychometric proper- associated to keeping their secret.
ties issues in trust belief measurement scale are There is no differences of interpersonal trust
another concern that actually had been reviewed levels among poor student in VHS based on gen-
from previous scales. Some scales that have been der, grade level, age, settlement type, and also head
used to measure trust belief do not perform ade- of household.
quate measurement properties to be rated as a sig-
nificant scientific use (Bernath & Feshach, 1995;
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Traditional game to educate togetherness by Anak Bawang Community
S.H. Pujihartati & M. Wijaya

Department of Sociology, Faculty of Social and Political Sciences, Sebelas Maret University, Surakarta, Indonesia
ABSTRACT: Recently, traditional games such as ‘gobak sodor’, ‘Engklek’, and ‘Dakon’ are no longer
known widely among children. They prefer playing with gadgets such as Nintendo, PlayStation and the
Internet. Even parents prefer their children playing at home. Thus, children become more individualis-
tic because of their reduced time to play and to interact with their friends. Otherwise, many traditional
games are performed collectively. It will affect their social life in the future. Meanwhile, the most appro-
priate environment for children is playing, as playing is the most effective media for transferring value
and knowledge. Anak Bawang Community of Surakarta Indonesia is one of the communities actively
making traditional games more well known to children. This research employed purposive sampling with
a descriptive qualitative approach. The author selected the members of Anak Bawang Community, the
schools where the traditional games were socialized, and members of the community watching the tradi-
tional games playing on the street. Anak Bawang Community introduced traditional games every Sunday
at 6–9 a.m. by demonstrating them at Car Free Day (CFD) on Slamet Riyadi Street, Surakarta, at schools
and certain events.
1 INTRODUCTION Traditional games contain moral messages with

local wisdom content raised from the vocabulary of
Playing is a recreational activity and plays a part cultural diversity yielded by the Indonesian nation.
to develop children’s self-potency, either physically The important moral messages for the Indonesian
or creatively. To children, playing is an important nation’s identity are: commonness, and care about
part and feature of developing in daily life, because their fellows. Traditional games can develop social
through playing children can develop their fantasy, skills by stimulating the children to build coopera-
imagination and creativity. Human is homo ludens, tion, helping the children in adjusting themselves,
and even animals are playing. Playing becomes interacting positively and conditioning the children
important because it can be an effective education in self-control, and developing empathy to friends.
media to transfer value, and it is the core of educa- Traditional games can build the understand-
tion (Johan Huizinga in Murtiningsih, 2012). ing of honesty character. Those values should be
Instead, a natural educative learning media has implanted since childhood because the best char-
been present since thousands of years ago, depart- acter creation occurs in childhood (Kurniati, 2011;
ing from the traditional and natural root called tra- Lusiana, 2012). Through traditional games, the
ditional game synergistically. The traditional kid children are taught with various cultural values of
game is one of the folklore forms constituting the their nation, so that the identity will precipitate in
one circulating orally among the members of cer- their subconscious nature because this is the best
tain cultural tradition, inherited from one genera- time to implant the values.
tion to another (Danandjaja, 1987). Early character begins to appear since child-
Traditional playing contains cultural elements hood. The research on child development has been
no longer considered as trivial because traditional conducted since 1987, as a long-term study was
games affect significantly the mentality, character, conducted by University of Otago in Dunedin,
and social life of children later (Achroni, 2012). New Zealand on 1,000 children, finding that by the
The creation of good character begins earlier. Some age of three, it can be predicted what the children
self-qualities are reflected on during childhood will be in the future. Even from four years old, a
including care, awareness of their community life, child is able to express discriminative attitude to
justice, honesty, and respect. Learning while play- different individuals (Miller, 1988).
ing is something joyful to children. Thus, transfer of In traditional games, actually the children learn
knowledge can run more effectively without making to practice role playing as adults and it helps the
the children feel stressed or suppressed (Lickona in children to understand more about their village,
Kurniawati, 2014; Lewis, 2004). so that it will bring understanding of their village
121
identity. From this, self-identity of an individual, The emergence of modern games in the form of
a community, and an ethnicity will be created. As concrete objects or massively-produced online ones,
one of the cultural elements, dolanan (or tradi- affects the children’s perspective as the modern
tional game) has a positive function in building the products’ users, so that the response to traditional
national identity (Yuan-Ling, 2010). games is reduced.
For that reason, traditional games should be Consumptive society is often defined as society
promoted again as the appropriate environment in that has just come into a growing cycle and con-
which children play. To children, playing has a very nected to the extravagance (Baudrillard, 2004).
important meaning because through playing, chil- If the children use a gadget, currently not for its
dren experience development in any aspect of their function but for a game, it indicates extravagance.
life. Meanwhile, the development of modern games Playing formerly performed outdoors now is per-
follows Western bias, the development progress formed more indoors using gadgets. This poor
in Western countries and the idea that the entire response is primarily affected by an assumption
world has no choice but to imitate the Western that dolanan anak (traditional child game) pro-
countries (Ritzer, 2010: 50). Similarly, the devel- vides less attraction and challenge compared with
opment of modern games is increasingly modern the modern game.
and follows the development of Western countries. Unconsciously, traditional games will strengthen
Traditional games such as petak umpet, lompat tali, the family bond (kinship). Bengal is one of the poor
gobak sodor, engklek, have been performed rarely areas in India. There, parents cannot afford expen-
by urban people. They are more familiar with, and sive products for their children, so that they recom-
even play, games on line, ipod, and playstation more mend the children to play outdoors. Their parents
fluently. The informatics world changes the the know that playing outdoors will strengthen their
development of existing culture, not only in game children’s mentality and physique, so that they insist
aspect but also in mindset (Dwipa, 2015). to encourage their children to play outdoors from
Generally, traditional games need more than 5–7 p.m. Such playing circumstances, according to
one player; they are different from modern games Ghosh (2015), will strengthen fraternity bonds.
in that they can be played by an individual alone. For that reason, the more fading traditional
The ability of interacting with the opponent is not games should be revived within our society, the
prioritized, because the child basically focuses on source of which can actually be the means of
the game existing in front of him/her. Thus, mod- developing our cultural values.
ern games tend to be played aggressively because This research aimed to describe the Anak
what is needed is the self-winning. Modern games Bawang Community’s attempt to develop tradi-
need sophisticated tools, a comfortable place and tional games.
sophisticated technology. Meanwhile, traditional
games need only any tools existing in the sur-
roundings such as bamboo, stone, dry leaves, or 2 METHOD
even frangipani flower.
Traditional games do not need special mainte- This research employed a descriptive qualitative
nance. For that reason, modern games often exist method to catch a wide range of qualitative infor-
in a mall, while traditional games in the kampong mation along with its description. The data was
or rural fringe. In fact, technological development more inductive in nature so that the author’s errors
has confronted us with a fairly complicated prob- during developing the research plan could be cor-
lem, particularly pertaining to the consequence to rected and adjusted based on the field observation.
the children’s mentality that is still very vulnerable This research took place in Surakarta (Solo), an
to diverse foreign culture, and uncertainly consist- area with much potency in many sectors, includ-
ent with our cultural values (Handayani, 2003). ing the cultural sector. One community that has
The effects of modern game development, for poured its creativity into Solo was Anak Bawang
example online games, are sexual abuse commit- Community, operating in preserving traditional
ted by the six-year child against the four-year-old games. The data was obtained from primary and
child, or the thief caught who steals to pay for secondary data sources using interview and obser-
the online game as he has become addicted to it. vation techniques. The sampling technique used in
Even the children truant, due to playing games in this research was purposive sampling, particularly
Internet stalls, which affects the development of maximum variation sampling (Michael Quinn Pat-
national mentality and character. Indonesian peo- ton in Muhadjir, 2000). The variation searched
ple, well known for their friendliness, now change for was information from the members of Anak
into those with violent character. Bawang Community and the members of society
The swift globalization currently penetrating watching the games including adults, children par-
into all aspects of life also affects the children. ticipating in and watching the games in CFD events
122
and those having ever invited the Anak Bawang Other visiting children state that they love to
Community, including Al Firdaus Kindergarten. come to the place because they can play directly
Data validation was conducted using a source with their friends and the ones existing in the exhi-
validity test, by means of comparing and cross- bition. For that reason, the Anak Bawang Commu-
checking the confidence level of information nity puts itself as the friend, rather than the teacher
obtained from different sources of information. or coach, of children, and even the children can
The technique for analyzing data used in this choose the game they like freely.
research was an interactive model of analysis In addition, another routine activity done is a
encompassing data reduction, data display and workshop on dolanan, or called dolanan lecture,
conclusion drawing. that is a discussion or sharing between the admin-
istrators and the members of Anak Bawang Com-
munity about the ways and rules of traditional
3 DISCUSSION games conducted every Friday afternoon in Psy-
chological Campus of Sebelas Maret University.
Anak Bawang Community is the traditional game- The Anak Bawang Community also campaigns
lover community, who are attempting to preserve it. actively for traditional games through social net-
This community invites the wider society to replay works, one of which is Facebook. Hundreds of
traditional games to the next generation, including people have joined the account of Komunitas Per-
the children spending most of their time on playing. mainan Traditional (Traditional Game Commu-
It is because children are the beneficiary and those nity). The members affiliated with this community
forwarding the cultural values, modesty, respect, have reached about 500 persons. For those who
and devotion to parents and respect to others’ exist- want to join this community, just join this Face-
ence (Danandjaya 1987). Anak Bawang Community book Group of Anak Bawang Community, and
teaches the society that traditional games are replete they will automatically become the members.
with education and noble character values. They not In addition to the routine activities above, Anak
only pursue intellectuality, but also educate the chil- Bawang Community also held Traditional Game
dren emotionally and spiritually, and implant toler- Olympic on January 21–22, 2014 in Grand Atrium
ance, mutual cooperation, and kinship attitude. Solo Paragon. Along with the sponsor (a mall) in
Anak Bawang Community was founded in a Solo, this community held Gobag Sodor Olympic
National Seminar on traditional games held by Psy- and Dolanan Anak parade.
chological Study Program of Medical Faculty of This community held traditional games activity
Sebelas Maret University. The seminar was held on in Kampong Kemlayan Surakarta on September
November 10, 2012. Considering the large enthu- 21, 2014. The participants in this activity consisted
siasm among the society on the seminar of tradi- of both children and adults. Traditional games fea-
tional games, the students of Psychological Study tured were, among others, Egrang, Bakiak, Dakon,
Program of Sebelas Maret University established Bekelan, and Gasing.
a traditional game community named Komunitas On March 1, 2015, this community held an
Anak Bawang (Anak Bawang Community). activity in Mall Palur Plaza. This community got
This community invited the society to replay an invitation to the “Expo Jadul Event”. A paint-
a traditional game in modern or digital era. It is ing competition, art performance, and singing
named Anak Bawang because every young child competition were also held at this event. To attract
considered as minor is called “Pupuk Bawang” in the visitors, they held a Bakiak competition.
Javanese language or Anak Bawang in Indone- Still another activity followed is the one held by
sian language. Anak Bawang is always considered the Department of Sociology of Social and Political
as the complement in a game. He/she follows the Sciences Faculty to demonstrate traditional games
game but as if he/she is not existent. However, in Al Firdaus Kindergarten on May 14, 2016. The
never underestimate Anak Bawang. Formerly he/ participants welcomed this activity enthusiastically
she is indeed considered as minor, but as the time to attract the Kindergarten B’s interest in attend-
progresses, Anak Bawang will develop and be the ing the Dakon competition. Meanwhile, some
main player in the game. other games were also introduced: Bakiak, Dakon,
The routine activities conducted in introduc- Dragon, Kontrakol, and Gasing.
ing traditional games is CFD event proceed-
ing at 6–9 a.m., exactly on Slamet Riyadi Street,
Surakarta. CFD is the public space accessible to 4 CONCLUSIONS
everyone, whether adults or youths or children. It
is in the public space that dialogue occurs between The attempt the Anak Bawang Community takes is
the Anak Bawang Community and the visitors, and to hold routine activity in CFD in addition to hold-
sometimes the visitors give some ideas. ing an activity in the Psychological Department of
123
Medical Faculty of Sebelas Maret University every Handayani. (2003). Menghidupkan kembali Dolanan
Friday. Other activities are incidental in nature Anak Sebagai Media Pelestarian Budaya. Sarasehan
depending on the existing invitation, for example, Menggali Nilai-nilai Kebangkitan Nasional.
when it is invited to Kampong Kemlayan to par- Kurniati, E. (2011). Program bimbingan untuk mengem-
bangkan ketrampilan sosial anak melalui permainan
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Research in Humanity and Social Sciences, 2(3), 1–5. Science of Human Normal University, 5: 004.
124
The participation of surakarta children forum in annual community

consultations on development planning as democratic
education media
S. Yuliani, R. Humsona & R.H. Haryanti

Universitas Sebelas Maret Surakarta, Jawa Tengah, Indonesia
ABSTRACT: This research aimed to find out the participation of the Surakarta Children Forum in
Annually Community Consultations on Development Planning and the extent to which the children’s
participation in development planning can be democratic values learning. This study was a qualitative
research with data source taken using a purposive technique. Data analysis was carried out using an
interactive model of analysis. The result of the research showed that the participation of Surakarta Chil-
dren Forum in Annually Community Consultations on Development Planning had not been able to be
a learning media for democratic values learning because their participation was still pseudo rather than
active. It was because the children did not have bravery and ability to voice their aspiration. Stakeholders
or adults, particularly the builder of Children Forum, bureaucratic apparatus, and members of legislative
assembly, poorly understood the children’s world so that children participation had not yet been consid-
ered as important.
1 INTRODUCTION In the attempt to grow democratic awareness

and skill in the children, the Indonesian govern-
The 3rd International Congress on Technical and ment has created a medium for children partici-
Vocational Education and Training (TVET) enti- pation in development planning named Children
tled Transforming TVET: Building skills for work Forum. Children participation in development
and life in Shanghai, China, confirmed that TVET planning is the mandate of the Convention on the
should contribute actively to the achievement of Rights of Children, considering that the develop-
Education For All (EFA) and the organization of ment program for children should be formulated
lifetime education. Specifically, this congress also by listening to the children’s aspirations, and
underlines the role of TVET in promoting cultural organized according to the perspective on chil-
plurality and distributing local knowledge and skill dren’s needs. In Surakarta City, since 2013, Chil-
to help the evolvement of human-oriented devel- dren Forum is one of the society groups involved
opment. In addition, TVET provides not only in Annually Community Consultations on Devel-
vocational skill but also knowledge, skill and atti- opment Planning (Musrenbang). Children par-
tude desirable to participate in work and life, such ticipation in Musrenbang is intended to base the
as growing self-awareness and self-esteem, inter- design of the development program planning for
personal ability, citizenship, communication, and children on the children’s needs, voiced actually by
entrepreneurial skill. the children, rather than formulated according to
Democratic education is a part of civic edu- the adults’ perspective. This research studies the
cation, important to the evolvement of human- extent to which children participation in Musren-
oriented development. Knowledge and democratic bang can be the media of democratic value learn-
decision-making skills are skills for life, very desir- ing and the factors inhibiting it.
able to the state with a plural cultural background
like in Indonesia. For that reason, there should
be earlier socialization about democratic values 2 METHOD
embedded through both formal and non-formal
education. Democratic education belongs to the This research was a qualitative descriptive research.
non-formal education form and is an integral part Informants were selected purposively, consisting
of TVET (National Education System Law of of the Surakarta Regional Development Planning
2003; TVETipedia Glossary). Board (Badan Perencanaan Pembangunan Daerah
125
Kota Surakarta) and the Agency for Community alumni (ordinary members who are more than 18
Empowerment, Women Empowerment and Child years old) who are still needed for their effort and
Protection (Badan Pemberdayaan Masyarakat, thought by FAS.
Pemberdayaan Perempuan, Perlindungan Anak), Children participation in development plan-
and some other communities empowering chil- ning is very important to bring a child-friendly city
dren. In addition, this study also utilized second- development program into reality. A child-friendly
ary data sources derived from documents, archives, city is the one built on the principles of appreciat-
government regulations and data obtained from ing humanity values and children’s dignity as an
newspapers, magazines, and Internet-related intact human being, both physically and mentally.
research themes. Data collection was carried out The development planning is connoted as public
using observation, in-depth interviews and Focus affairs that can be done by adults only. The devel-
Group Discussions (FGD) methods. Data analy- opment planning process in Surakarta City is so
sis was carried out using an interactive model far still dominated by a top-down approach in the
including three components: data reduction, data sense of being formulated according to the per-
presentation, and drawing conclusions (Miles and spective of state official’s interest. The participative
Huberman, 1992). development planning involving the participation
at any levels of society, or by stakeholders, has
not been the mainstream. The actors involved in
development decision-making are very elitist, only
3 RESULT OF DISCUSSION
involving local government officials, and stake-
holders close to the power so that the budget and
3.1 The profile of surakarta children forum
policy produced poorly accommodates the aspira-
Children Forum is defined as a communication tion or voice of marginal groups, one of which is
forum managed by children, built by the govern- the children’s voice.
ment, and is used as the medium of child participa- Through establishing Children Forum, the gov-
tion. Its members are children, either as individuals ernment wants to refer to the children’s voice in
or as representatives. Since 2013, Surakarta City organizing development programs for children.
Government has determined the Child Forum to Children’s problems and needs are discussed and
be part of the community involved in Annually the solution is sought by listening first to the chil-
Community Consultations on Development Plan- dren’s will. For that reason, in development plan-
ning or Musrenbang (Surakarta Mayor’s Regula- ning, a room is required to be the place where the
tion No. 3-B of 2013 about General Guidelines sector groups and the Local Government Agency
of Child Participation Development in Surakarta (Satuan Kerja Perangkat Daerah) serving them
City Development). The objective is to base the meet to explore the real problem faced by commu-
design of the development program intended for nities, and to determine the solution more appro-
the children on children’s suggestions or ideas, priate to their needs.
rather than on the parent’s perspective.
As a medium of child participation in develop-
3.2 The participation of surakarta children
ment, Children Forum serves: a) as a medium of
forum in annually community consultations
monitoring the implementation of children’s rights
on development planning and democratic
implementation; b) as a medium of socializing
education
activity program related to the children’s rights
in a peer environment; c) as a medium of voic- Participation is defined by Hart (1992) as “the
ing children participation; d) to support children’s process of sharing decisions which affect one’s life
participation in the decision-making process, and and the life of the community in which one lives”.
e) to support the children to develop their potency Convention on the Rights of Children (CRC)
actively. defines children participation as ongoing proc-
The development of Children Forum in esses, which include information-sharing and dia-
Surakarta City began around 2008 through the log between children and adults based on mutual
establishment of Children Forum at municipal respect, and in which children can learn how their
city, Surakarta Children Forum (Forum Anak views and those of adults are taken into account
Surakarta = FAS). By 2015, there have been 51 and shape the outcome of such processes.
children forums established at village level, five It can be concluded that children participation
at sub-district level, and one at municipal level is a process of dialoging and information-sharing
in Surakarta City. The membership of Children between children and adults to make decisions
Forum consists of ordinary members (those aged related to the children’s needs and interest, in which
less than 18 years, domiciling and having activity the children are positioned equally and appreci-
in Surakarta) and special members containing FAS ated for their opinion and aspiration. Children’s
126
participation will give the children the opportunity (Musrenbang) about everything pertaining to them
of influencing public policy pertaining to their and conducted based on mutual consciousness, under-
interests and rights. standing and willing so that the children can enjoy the
Involving the children in development plan- result or benefit from such the decision.
ning is the form of democratic education. Bennis
(http://democraticeducation.org) states that demo- Participating in Musrenbang becomes a medium
cratic education can create the youths skillful in of introducing, experiencing and practicing dem-
making decisions and thinking critically, which is ocratic function and values. From the result of
very desirable in building a democratic and socially interview with the members and administrators
just society. of Children Forum, it can be concluded that there
Children’s participation in development plan- are some advantages of Children Forum’s par-
ning is a form of deliberative democracy. Gut- ticipation in Musrenbang: Firstly, to be a medium
mann (1999:13) stated that deliberative democracy of channeling the children’s voice and rights. The
underscores the importance of publicly supported role of Children’s Forum in Musrenbang is to con-
education that develops the capacity to deliberate vey the aspirations and needs of children to local
among all children to have freedom in the future governments.; Secondly, to be more familiar with
and to be equal citizens. who and what the government apparatus does.
Democratic education can be conducted out of By engaging in Musrenbang, children can get to
formal education or in non-formal education learn- know better the regional officials and what they
ing such as in children’s organizations or forums. are doing to develop their regions; Thirdly, a more
Participating actively in forums or organizations, the opened mindset on the environment, particularly
youths can learn to take initiative, responsibility, and on politics and government. Most young people
learn how to appreciate others. Learning communi- have a negative view of politics. By participating
cation and interpersonal skills, conflict resolution, in Musrenbang, children become more empathetic
leadership, management, planning, and problem- to the difficulties and problems faced by bureau-
solving skills, the youths’ feelings of self-confidence cratic officials in carrying out government duties;
can improve (http://www.youthforum.org). Fourthly, to speak and to express opinion bravely.
Participation as the children’s right is closely Participation in Musrenbang requires children to
related to the decision-making process, particularly dare to voice their aspirations and needs, in order
in relation to development program planning. Chil- to be accommodated in local development plan-
dren participation in development is a process of ning (Yuliani et al., 2015).
dialog and sharing information between children Although Musrenbang is considered as impor-
and adults to make decisions related to policy or tant, there are some problems inhibiting the active
program pertaining to the need and interest of chil- participation of Children Forum in Musrenbang.
dren. DeWinter (in Roche, 1999) sees the youngster Firstly, not all children understand actually what
as a fellow citizen with potency and capacity to the function and the role of Children Forum is in
contribute to development. Thus, children’s capac- development planning (Musrenbang). Secondly,
ity to be involved in the decision-making process children have less self-confidence to voice their
becomes a key to the effectiveness of children par- aspiration and interest. Thirdly, the participation
ticipation policy in development planning. of Children Forum in Musrenbang is limited to
Surakarta Children Forum was established in giving suggestion rather than determining priority.
2008. The fundamental objective of Surakarta Fourthly, the builders of Children Forum have not
Children Forum is to be the media for children run their function maximally yet. Most of them
participation in development. Participation is are recruited from government apparatus, are old,
understood not only as children’s involvement as and poorly understand the psychology of youth.
the target of the development program, but their Fifthly, the government officials of Surakarta City
active participation in development planning. This (executive and legislative) have not yet considered
definition is in line with the definition of Children the importance of children participation in devel-
Participation in Development Planning as men- opment planning (Yuliani et al., 2015).
tioned in Surakarta Mayor’s Regulation Number The participation of Children Forum in Mus-
3-B of 2013 about General Guidelines of Children renbang in Surakarta City as a democratic learn-
Participation Development in Development in ing media is not yet optimum. It is because the
Surakarta City: children are still positioned unequally. Adults
(Regional Development Planning Board/Bappeda,
Children Participation in Development Planning is members of DPRD (Dewan Perwakilan Rakyat
children involvement to express their aspiration and Daerah) [Local Legislative Assembly], Builders of
need in decision making process through Annually Children Forum) are still dominant in formulating
Community Consultations on Development Planning development policy and program.
127
This research’s findings are similar to the results Bennis, D. (2016). What is Democratic Education?
of the survey conducted by UN IANYD in 2012, <http://democraticeducation.org/index.php/features/
finding that most of the 13,000 respondents com- what-is-democratic-education/> Retrieved 15 July
ing from 186 countries confirmed that the chal- 2016.
Cavet, J. & Sloper, P. (2004). The participation of children
lenge for the youths is the limited opportunity of and young people in decisions about UK service devel-
participating actively in the decision-making proc- opment. Social Policy Research Unit, University of
ess. To encourage active participation, participa- York, Heslington, York, UK.
tory structure, trust between the youths and the Convention on the Rights of Children. <http://www.
institutions, and larger capacity developments are ohchr.org/Documents/ Professional Interest/crc.pdf>
required (http://www.un.org). Retrieved 15 July 2016.
Matthew et al. (in Cavet and Sloper, 2004) European Youth Forum Position Paper on ‘Life-wide
argued that adult’s lack of trust in the children’s Learning for Active Citizenship’ <http://www. youth-
ability makes the program “adult focus”. Mat- forum.org /assets/2013/12/ 0238-02-Life-wide-learn-
ing-for-Active-Citizenship.pdf> Retrieved 4 July 2016.
thews found that non-participatory culture is still Gutmann, A. (1999). Democratic education. Princeton
very strong, so that there is “invisible control” by University Press. Princeton, New Jersey.
adults, making the children not being taken into Hart, R. A. (1992). Children’s participation: From token-
account for their thinking and decisions. For that ism to citizenship. UNICEF International Child
reasons, active participation, according to Shier (in Development Centre.
Thomas, 2007) can occur if only adults are willing Mile, M. B. & Huberman, A. M. (1992). Analisis Data
to share their power by means of delegating or giv- Kualitatif. Jakarta: UI Press.
ing some of their power to children. Peraturan Walikota Surakarta Nomor 3-B Tahun 2013
tentang Pedoman Umum Pengembangan Partisipasi
Anak Dalam Pembangunan di Kota Surakarta.
Roche, J. (1999) Children: rights, participation and citi-
4 CONCLUSIONS zenship. Childhood 6(4), 475–493.
Thomas, N. (2007). Towards a theory of children’s par-
The participation of Children Forum in Annually ticipation. International Journal of Children’s Rights,
Community Consultations on Development Plan- 15(2), 199–218.
ning in Surakarta City is still pseudo-participation TVETipedia Glossary <http://www.unevoc.unesco.org/
or tokenism in nature (Arnstein, 1969; Hart, 1992) go.php?q=TVETipedia+Glossary+A-Z&term=Tec
rather than active participation, because the children hnical+and+vocational+education+and+training>.
are limited to be present only and to give suggestions Retrieved 15 July 2016.
Undang-Undang No. 20 Tahun 2003 tentang Sistem Pen-
rather than to determine priority and formulate their didikan Nasional.
own opinion. The Involvement of Children Forum UNESCO. (2012). Third International Congress on Tech-
in Annually Community Consultations on Develop- nical and Vocational Education and Training. Shang-
ment Planning as a democratic education media is hai, China 14–16 May 2012.
still limited to introducing procedural democracy Youth, Political Participation and Decision Making <http://
rather than embedding and practicing the substan- www.un.org/esa/socdev/documents/youth/fact-sheets/
tial functions and values of democracy. youth-political-participation.pdf> Retrieved 14 July
2016.
Yuliani, S., Humsona, R., Haryanti & Herlina, R.
(2015). Strategi Pengembangan Kapasitas Forum
REFERENCES Anak Surakarta untuk Meningkatkan Partisipasi
Aktif Anak dalam Musyawarah Perencanaan Pem-
Arnstein, S. (1969). Eight rungs on the ladder of citizen bangunan. Penelitian Unggulan Perguruan Tinggi
participation. Journal of the American Institute of Research Report.
Planners, 35, 216–224.
128
Towards collaborative governance for conflict resolution of diverse

interest groups
Sudarmo
The Study Program of Public Administration, Faculty of Social and Political Sciences, Universitas Sebelas
Maret, Surakarta, Indonesia
ABSTRACT: The area around the former monarchy of the Kasunanan Surakarta’s palace where thou-
sands of textile vendors traded their commodities in the traditional market attracted numerous street
vendors and other non-Solo casual large-scale textile traders. This situation had encouraged the city
government or the royal family released actions that affected the traders or street vendors’ livelihood.
By using ethnographic approach, this research shows that conflict rose because of the inconsistency in
decision making created through a top-down approach in the Reform era, economic motives and differ-
ent interest amongst groups. Conflicts were sometimes resolved by using bottom-up approach through
delegation of authority, promises, or forces of powerful groups. Since conflicts were not entirely resolved,
powerless groups of traders wanted to have decision making approach, representing collaboration based
on inclusive authentic dialogue in governing conflicts.
1 INTRODUCTION defined as the actions of an individual, a group, or

an organization which inhibits at least temporar-
There are some important buildings and land ily another party from achieving its desired goals
around the former monarchy of the Kasunanan or maximizing its interest (Okotoni and Okotoni,
Surakarta’s Palace (FMKSP). They include the 2003; Barki and Hartwick, 2004; Botvinick et al.,
Klewer Market, the Great Mosque, the Cinder- 2001) but its consequences may be constructive
amata Batik Market (CBM), the Northern Square, (Coser, 1956; Higashiden and Birley, 2002).
and the Gladhak—the main entrance gate from There have been many studies on decision mak-
Slamet Riyadi Boulevard to the Northern Square. ing approach in conflict resolution for better pub-
The buildings and/or the land are (partly or totally) lic lives. For example, Soltani and Allan (2012),
believed to belong to the royal family. These strate- Limapornwanitch and Tanaboriboon (2003), and
gic areas for textile traders also attracted other large Sudarmo (2009) focused on the importance of
textile traders using cars from outside Surakarta. communities’ participation in decision making
Hundreds of street vendors have also migrated process. A study by Sudarmo (2009) shows that
to areas around the FMKSP from outside Solo. during the New Order era the city government
Thus, in addition to the royal family of Kasunanan of Surakarta used a top-down approach in which
Surakarta (RFKS) which is a relatively fragmented there used to be a lack of street-vendor’s partici-
group, central government and city government of pation in the public decision making, because the
Surakarta’s interests, there are many other groups city government of Surakarta and its local leg-
including association of Klewer market traders islative assembly deliberatively overlooked the
namely the HPPK; two associations of market trad- value of the street vendors’ participation and did
ers in the CBM consisting of the HPTPPK and the not provide them with any chances to participate
P3C; groups of street vendors and renteng traders; in the process that affected their life. This comes
unorganized illegal occupants; and the Car-Using from the reason habituated by established Java-
Large Scale Textile Traders (CULSTTs) from out- nese social hierarchism creating a psychological
side the city—they are mainly citizens of Districts burden against demanding participation, including
of Pekalongan, Jepara, and Kudus. They were liv- obstacles regarding street vendors’ socio-economic
ing side-by-side in these areas but with different val- status, lack of their own organizations that can
ues and preferences and may utilize and compete support them in taking part in the policy process,
for similar resources. This heterogeneous situation and lack of back-up from local non-government
may lead to conflicts amongst them because of var- organizations. These studies suggest that public
ious group demand (Protasel, 1988). Conflict can be participation is an efficient way to achieve better
129
results in resolving conflicts. Although top-down can be successful only when essential human needs
approach was believed to be able to make the pol- are met and collective fears are addressed’.
icy goals clear and consistent (Van Meter and Van Despite the insights provided by earlier theoreti-
Hom, 1975; Mazmanian and Sabatier 1983), it was cal, empirical, and case-study work on conflict, the
unproductive due to the ignorance of the local wis- study of public decision making process for conflict
dom, traditional customs, socio-economic circum- resolution involving street vendors, the non-local
stances and existing resources (Pretty and Shah, residents’ vendors and traditional market traders
2000). Since the top-down approach fails to con- and the powerful groups including local govern-
sider broader public objectives (Matland, 1995) and ment and the aristocracy family during the newly
ignores needs of grassroots (Tiwari, Bajracharya, democratic era in the area around the FMKSP has
and Sitaula, 2008; Michaelsen, 1991) it is ineffective not been studied in a systematic manner.
to resolve conflict (Smith, 2014). Because there are The purpose of this study is intended to iden-
many non-state stakeholders with different values tify actors involved in conflict, reasons for con-
and interests in the area while their desires for par- flicts and the way the conflicts were resolved in the
ticipation in decision making have been found to be early Reform era in different locations around the
more obvious in larger city (Wang, 2001; O’Toole, FMKSP. It is also intended to discuss whether both
Marshall, and Grewe 1996; Ebdon 2000) as it hap- top-down and bottom-up approaches in decision
pens in Surakarta due to the transition towards a making for conflict resolution appropriate in the
fuller democracy (Sudarmo, 2009), any decision circumstance. This study finally attempts to find
representing elites’ value but ignoring the various an alternative approach for conflict resolution that
grassroots’ interest, may create vigorous conflicts. is able to accommodate all interests of stakehold-
Conversely, some others suggested bottom-up ers inclusively, called collaborative governance.
approach in public decision making claiming that a
more accurate comprehension of implementation
can be achieved by looking at a policy from the 2 METHOD
viewpoint of the target population and the serv-
ice deliverers (Hjern and Hull, 1982; Hjern, 1982; This study was conducted in five main areas
Hjern and Porter, 1981; Berman,1978). However around the FMKSP, Surakarta-Central Java,
bottom-up approach was still represented as a including the Klewer market, the Great Mosque,
contradictory tendency producing conflict, and the CBM, the Northern Square, and the Glad-
it is also attributed as a source of inefficiency hak. It is a descriptive qualitative research using
impending the beneficial development of the city an ethnographic method, involving several periods
(Smith, 2014). Thus, it is likely that an alternative of fieldwork using participant observation, spend-
approach for a conflict resolution that is able to ing much time watching people, talking to them
accommodate all stakeholders’ interest inclusively about what they were doing, thinking and saying.
and appropriate for Surakarta society which is in This approach was designed to gain an insight
the transition towards a fuller democracy, called into viewpoints of street vendors; officials of city
‘collaborative governance’ (Booher, 2004; Ansell government; the Royal family of the Kasunanan
and Gash, 2007; O’Brien, 2012), instead of just Surakarta, the HPPK, the HPTPPK and the P3C;
individual top-down, bottom-up or combined the and the CULSTTs; and the way how they under-
two approaches, is required. stood their circumstances where they interacted
Some studies found that there is no relation- to one and the others, including triangulation by
ship between democracy and conflict (Small and using several approaches to people from different
Singer, 1976; Chan, 1984; Weede, 1984; Vincent, directions. Those approaches were selected on the
1987) but another study by Gates (1983) found basis of both purposive and snow-ball sampling
that democracies tend to be more conflict-prone techniques. This was combined with interviews
than non-democratic regimes. A Study by Mintz with local people including parking attendants,
and Geva (1993) shows that democracies do not pedicab drivers, public transport drivers, and local
fight each other because their leaders have very few visitors and customers of the Klewer Market and
political incentives to do so. These studies suggest the CBM, and with detailed content analyses of
that there is not clear relationship whether democ- secondary research and local newspapers.
racy causes conflict, and they also suggest that dif-
ferent location and frequent level of interactions
between stakeholders may have different contribu- 3 RESULTS
tion to conflicts. These studies imply that causes of
conflict may not be a single but complex and need The RFKS initiated to reconstruct the site of
to be managed carefully so that it is constructive. the Palace including the front yard of the Great
Doucey (2011) contends that ‘crisis management Mosque funded by the Central Government in
130
2001 but there were more than 50 unauthorized to protect their business interest in the Klewer Mar-
kiosks blocking it. It was intended to return the ket. The presence of the non-Solo resident traders
FMKSP to be a cultural preservation for tourism was strictly controlled not only by three groups of
in Surakarta. Beside the Mosque are the Northern traders including the HPPK, the HPTPPK and the
Square and Gladhak where hundreds of street ven- P3C but also by the city government’s apparatuses.
dors run their informal economy. The traders and Since the Pekalongan textile traders were under
street traders were instructed to move into the Peka- pressure by city government of Surakarta they
palan buildings of the CBM. The traders steered by asked the District Legislative Councils of Pekalon-
Sholahudin rejected the relocation to the new place gan to provide protection for them but the councils
until they got the expected benefits. Due to the were not able to help them. Due to vigorous pres-
RFKS’s promise in coordination with the city gov- sure made by the apparatuses of the city govern-
ernment to fulfill his demand, the traders were suc- ment and the HPPK, the CULSTTs traded their
cessfully relocated. Soon after they were relocated textile beyond the area around the FMKSP. Since
to the CBM and formed a traders association called their transactions declined, they approached the
HPTPPK, he asked for the Pekapalan buildings to RFKS to obtain authorization for trading in the
be under his authority and planned to divide it into Northern Square, about 25 meters away from
65 open kiosks. His request was fulfilled and he was the Klewer market and the CBM with financial
mandated to accommodate all street vendors and compensation provided for the royal family. Since
any illegal occupant in the area around the FMKSP the CULSTTs have been under the Royal family
but the remaining 13 illegal occupants and the other protection since 2012, apparatuses of city govern-
17 street vendors in the Northern Square who did ment of Surakarta, the HPPK and the HPTPPK
not have any link to the thug, the HPTPPK leader, is now unable to control the CULSTTs anymore.
the royal family or the city government—were sim-
ply ignored whilst all of the kiosks had been sold
out by the HPTPPK leader to anybody who could 4 IMPLICATIONS
afford to pay (Sudarmo, 2011).
The situation of numerous unmanaged CUL- It is evident that where there is dynamics of
STTs occupying the area around the FMKSP was human interaction there will be disagreements
used by the P3C to offer cooperation with the royal among individuals and groups that may lead them
family and the city government to construct new to conflicts (Fidelis and Samuel 2011; Ghaffar,
kiosks at the CBM intended to accommodate the 2009). Conflicts in the area around the FMKSP
activities around the front yard of the market. were driven by ‘economic motives’ among trad-
Since the new kiosks had already been constructed ers and street vendors (Emanuel and Ndimbwa,
in 2007, the CULSTTs were imposed to buy kiosks 2013; Bukari 2013), and by elites’ decisions that
they advertised, but they rejected because they did not meet other stakeholders’ interests (Asad-
only run their business in the area for no more than zadeh, 2016; Bernard and Umar, 2014) because it
three days a week. The HPPK, HPTPPK, and the mainly used top-down approach in decision mak-
P3C then proposed a humiliating rule; they argued ing; and by elites’ inconsistency in making deci-
that the CULSTTs have been conducting some sion (Hegre et al., 2001). This approach ignores
violation in trading since 2000 so that they have the needs of powerless traders and street traders
to be punished by seizing their commodities. The and neglects the creativity of individuals, socio-
CULSTTs rejected this decision because the pun- economic conditions and available resources (Jones,
ishment had been decided based on one-sidedness, 2009, Sabatier, 1986; Pissourios, 2014). Since the
and did not protect them; even this seemed to be top down approach is a kind of decision making
like a robbery instead. The CULSTTs needed fair, method without the joint contribution of the public
open and honest face-to-face dialogue inclusively (Cernea, 1992), it might create further conflicts.
accommodating their interests, not dialogue with Although the CULSTTs or street vendors pre-
pressure and intimidation because it is unfair and it fer bottom-up approach to top-down, it is compli-
threatened their survival. However, the CULSTTs’ cated because this approach is unable to deal with
expectation was not met. Soon after all kiosks the provision and the location of facilities and
were sold out and obtained profits of hundreds their implementation becomes difficult because
of million rupiahs, the P3C which is basically con- of the large size of population of communities
sisting of several rich men pretending themselves (Pissourios, 2014). The ‘bottom up approaches
as market traders suddenly disappeared in early in decision making’ was also easily abused by the
2008; no street vendor could afford the kiosks. leader of the HPTPPK who received the man-
Since the number of CULSTTs occupying the area date from the royal family since ‘there was lack of
around the FMKSP from outside Solo gradually control system’ from the city government and the
increased, the HPPK demanded the city government RFKS so that it creates unaccountable behavior’
131
(Adewale, 2014). The bottom-up approach seems 2015). It is the approach that is able to accommo-
to create inconsistency because decision was based date their interest through authentic dialogue; it is
on personal rule where powerless traders with more a face-to-face dialogue, open and honest, involv-
links are more likely to survive but those who are ing the all stakeholders, i.e. the city government,
excluded and those who have fewer networks with the aristocratic family, market traders, renteng
the powerful elite, RFKS or city government, are traders, street traders, unorganized illegal occu-
the most vulnerable ones (Sudarmo, 2016). Thus, pants and the CULSTTs who are non-local. All of
bottom-up approach still ‘produced conflict’, and them should be seated in a forum with independ-
is ‘inefficient to resolve the problem impending the ent facilitators who have accurate data as a part
beneficial development of the city’ (Smith, 2014). of their assisting in making a fair public decision
Moreover, since the RFKS recently has provided transparently.
protection for the CULSTTs, this non-Solo trad-
ers’ business obviously has threatened the future of
local Solo textile traders’ survival while the city gov- ACKNOWLEDGEMENT
ernment has responsibility to keep the survival of
the later. Since the Northern Square was claimed as I would like to express my sincere appreciation
part of culturally preserved materials according to to the Indonesian Directorate General of Higher
the 1992 Act Number 5, both the CULSTTs and the Education, DIKTI 2013–2014 fund research
royal family may be accused of breaking the rule of project and the Universitas Sebelas Maret for their
law in relation to materials of cultural preservation. supports in this study.
This law states that all culturally preserved materi-
als are under the State’s authority of the Republic
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134
Teaching innovations in TVET
Vocational students entrepreneurial personality analysis through

application of self-designed project learning model
A. Hamdani, A. Djohar, B. Darmawan & A. Hadian

ABSTRACT: One of the strategic plans that targeted the Directorate of Vocational, is that graduates
of vocational school are capable of entrepreneurship in the field. But in reality it is hard to achieve. The
purpose of this study is to find out the effect of self-designed project learning model application on entre-
preneurial persona by vocational students in the field of lathe complex machining. The method used is
a quasi-experiment that uses the sample group and entrepreneurial personality analyzed before and after
treatment. The results showed that insightful learning includes planning the manufacture of the product.
Based on the calculation of the average score for entrepreneurial personality, there is an increase. This means
that there is an increase preparedness of students to plunge into the entrepreneurial world. The implica-
tions of this research through this learning model are that students can portray themselves as workers, gain
firsthand experience of a working atmosphere in school, and be able to foster the entrepreneurial spirit.
1 INTRODUCTION (d) provide students with the competencies cor-

responding to the selected program expertise. On
Secondary Vocational Schools (SMK) have a this basis, it is commonly known that vocational
role and a strategic function to prepare learners school graduates are expected to fill job vacan-
who are ready to work both independently (self- cies in business and industry. SMK graduates are
employed) and fill job vacancies in the industrial- also able to work independently, in this case entre-
ized world. This means that vocational students preneurship. In order for vocational graduates to
are educated to be workers, and should have the have entrepreneurial skills, there is a legal require-
knowledge, skills and attitudes in accordance with ment for the curriculum to contain the subjects of
industry qualifications (Klotz et al., 2014). To be entrepreneurship.
able to work and compete in industry as well as Entrepreneurship subjects intend that learn-
in self-employment, SMK graduates should have ers can actualize themselves in entrepreneurial
the competence as a requirement to complete a behavior. Entrepreneurship subjects focus on
particular job in the world of work. Competence entrepreneurial behavior as empirical phenomena
should be the official recognition of a recognized that occur in the environment of the learners. In
institution. Students in vocational education need this regard, more active learners are required to
to integrate knowledge, skills and attitudes, but study the economic events that occur in the envi-
there is a parallel need to develop a professional ronment. Entrepreneurial learning can generate
identity (Harmen, 2012). entrepreneurial behavior and leadership, which
Special-purpose vocational secondary educa- is strongly associated with managing the effort
tion according to Law No. 20 of 2003, namely: a) to equip learners to be independent. However,
preparing students to become productive human in reality more entrepreneurship subjects provid-
beings, be able to work independently, to fill ing knowledge of entrepreneurship do not deal
vacancies that exist as a middle-level manpower with how to grow the desire and ability of student
in accordance with competence in the skills pro- entrepreneurs, because in practice, the subjects of
gram chosen; (b) to prepare students to be able entrepreneurship promote more theories rather
to choose a career, tenacious and persistent in than practice.
competent, adapting the work environment and Based on the preliminary survey conducted in
develop a professional attitude in the field of several vocational schools in the city of Bandung,
expertise that interested him; (c) provide students 60% of vocational teachers stated that the imple-
with science, technology and art to be able to mentation of learning entrepreneurship subjects
develop themselves in the future either independ- was taught in school, it is time to introduce a new
ently or through higher levels of education; and theoretical concept of entrepreneurship. Also,
137
based on a search of vocational graduates, some
SMK in Bandung said that almost no graduates
take part in a self-employment field which they
also took during school. These findings indicate
that teaching and learning processes in vocational
schools are not effective.
According to research Muhadi et al., 2005),
there are several factors that allegedly related to the
establishment of entrepreneurship students, among
Figure 1. Schematic design self-learning project imple-
others: (a) the background of the work of parents;
mentation (Hamdani, 2016).
(b) the culture of the family; (c) the environmental
community; (d) the process of education and train-
ing in schools; (e) program membership; and (f)
gender and others. Besides oriented work, based on Entrepreneurial personality
PSMK policies, SMK graduates are required to get
20
involved in entrepreneurship so that they need to be
15
exposed to entrepreneurial personality through self-
10
designed and project-based learning.
5
~ . o~·· ,o"/ ~'11~ ?I-\•'

'<!' ~'/)~ ~l
2 RESEARCH METHODS
~~ f i
. ~41
§"
.c,~ ~'/)
Q~
l
~
~ c,e'/) [}l' cl
<)
The method used is a quasi-experiment. There is c,~
a determined sample of one class. On the condi- ~ BEFORE ~ AFTER

tion of prior learning analyzed entrepreneurial
personality then given treatment through learn-
ing the model selected, and measured entrepre- Figure 2. Average entrepreneurial personality.
neurial personality. Instruments for the analysis
reveal the students’ entrepreneurial personality
using instruments developed by Enterprise Cre- In step implementation of the learning model
ating models through Forming Entrepreneurs based on self-designed project, students are
(Marina, 2013). assigned to make the picture work planning prod-
ucts include: 1) The importance of the product
to be made; 2) Excellence and functions of the
3 DISCUSSION product/service; 3) Sketch/drawing work; 4) Ingre-
dients; 5) Facilities/equipment; 6) The produc-
Implementation assessment competency improve- tion process (systematic work); 7) Plan budget;
ment is directed to measure and assess the perform- 8) Target market/user; and 9) Implementation
ance of learners (aspects of knowledge, skills, and schedule. Every step of the plan has indicators that
attitudes), either directly at the time of learning are closely related to each competency indicator
activities, and indirectly through evidence of learn- of entrepreneurial personality. The relationship of
ing outcomes (evidence of learning) in accordance both sides of the indicators allows the students to
with the performance criteria being organized in have personal readiness in entrepreneurship.
the form of portfolio. The concept of learning that
is designed must meet the elements of competence
exploration of students able to meet industrial job 4 CONCLUSIONS
competence.
After testing and evaluation of the implementa- 1. Self-designed project learning model, is one kind
tion of the scheme implementation model of learn- of alternative learning that can unlock insights
ing self-design project is shown in Figure 1. into work, which includes product planning,
After all the students have carried out the steps manufacturing work steps, cost planning, and
in the learning, then the entrepreneurial persona quality of product control and employment.
is measured by using the model through Forming 2. Increasing the value of the entrepreneurial per-
Creating Enterprise Entrepreneurs. There are ten sonality can be achieved through learning to
competencies that prospective entrepreneurs need explore the potential of students in both the
to possess namely entrepreneurial personality. The planning of the product or manufacture of the
results of the analysis of the entrepreneurial per- product so as to stimulate the development of
sonality can be seen in the following Figure. entrepreneurial insight.
138
REFERENCES Klotz, V.K., Billett, S. & Winther, E. (2014). Promoting
workforce excellence: Formation and relevance of
Do Paço, A. & Palinhas, M.J. (2011). Teaching entrepre- vocational identity for vocational educational train-
neurship to children: A case study. Journal of Voca- ing. Empirical Research in Vocational Education and
tional Education and Training, 63(4), 593–608. Training, 6(1), 1–20.
Hamdani, A. (2016). Pengembangan pembelajaran Muhadi, Saptono & Laurentius. (2005). Jiwa kewirausa-
untuk mencapai kompetensi kerja industri siswa haan siswa smk: suatu survey pada 3 smk negeri dan
sekolah menengah kejuruan, (Disertasi), Program 7 smk swasta di DIY. Indonesian Scientific Journal
Pascasarjana, Univaersitas Pendidikan Indonesia: Database, 16(1), 15–28.
Bandung. Marina, Z.S. (2013). Entrepreneurial motivations and
Harmen, S. (2012). Students’ learning processes dur- intentions: Investigating the role of education major.
ing school-based learning and workplace learning in Education + Training, 55(3), 253–271.
vocational education: A review. Vocations and Learn- Undang-Undang Republik Indonesia Nomor 20 Tahun
ing, 5(2), 99–117. 2003 Tentang Sistem Pendidikan Nasional.
139
Teaching factory development model to improve the productive

capability of vocational education students
A. Sutopo, A. Rahman & D. Mulyana

Universitas Negeri Medan, Medan, Indonesia
ABSTRACT: Teaching Factory is one of the activities in vocational education to produce products that
are managed by teachers and students. The main function of Teaching Factory is: to improve student
skills and knowledge in the real job conditions, can substitute industries for being a place for industrial
practices and entrepreneurship. The purpose developing Teaching Factory is to increase productive com-
petence abilities of students and school income generation. The productive competence of the students is
reflected in the students’ ability to finish a job and soft skills. Income generation is intended to supplement
school operating expenses and improve the welfare of teachers and schools. The research results showed
that the teaching factory development model implemented is based on: 1) oriented to the consumer needs,
2) human resources capabilities, 3) infrastructure and equipment effectiveness, 4) project-based learning
and productive development, 5) increased students’ ability through training, and 6) development of mar-
keting through print and electronic media.
1 INTRODUCTION 2010; Kolb et al., 1999). The actual experience is

important in the development of knowledge and
The National Employment census 2007 stated that skills of students.
only five percent of the Indonesian labor force are Based on the concept of situated cognition,
interested in entrepreneurship (Purna et al., 2016). situated learning and experiential learning above,
This is a problem for the SMK graduates. In the the Teaching Factory in vocational education
meantime, the ratio of SMK graduates is encour- needed to improve the quality of teaching and
aged to reach 70:30 in 2015 (Dikmenjur, 2007). Thus, learning. Thus, students can learn about real con-
the activities of vocational education should also be ditions, working in teams, finding and serving the
directed so that graduates are capable of entrepre- consumer, carrying out activities of production
neurship through the program production unit. results and market discipline, training, the inten-
Implementation and development of the sity of student learning and being able to evaluate
vocational school is based on the philosophies the quality of the product.
essentialism, existentialism and pragmatism. Con-
structivism views that knowledge is not about
the world, but rather ‘constitutive’ of the world. 2 RESEARCH METHOD
Knowledge is not a fixed object; it is ‘constructed
by an individual through her own experience of This research is research development with mix
that object’ (Hsiao & Lin, 2010). This theory states method model. Data collection is using the instru-
that the knowledge and skills are obtained through ment’s observations, inventory, and interview. Data
the integration between the transformation and analysis is using the logical framework analysis.
grasping experience.
Vocational education functions as well as a
learning center, a business center and business 3 RESULTS
development for the community (Dikdasmen,
2005). It can be done by establishing production The results of research development Teaching Fac-
units as a means of learning, entrepreneurship and tory model are as follows:
other operating expenses of the school (Direktorat
Pembinaan SMK, 2007).
Development of production units uses the the- 3.1 Development model of teaching factory
ory of workplace learning, situated cognition and The implementation of unit development produc-
constructivism (Engeström & Gröhn; Hsiao & Lin, tion was done with the following steps:
141
1. Identified the ability of science knowledge and 4. Planned a project-based learning to produce
skills of students and teachers productive in goods/services.
vocational education. 5. Trained students in accordance to specifications
2. Identified community needs against products expertise in dealing with the possibilities of the
and services. problem in the Teaching Factory.
3. Identified the availability and adequacy of the 6. Development marketing unit production by
school’s facilities and infrastructure to be able developing a media marketing such as bro-
to carry out activities of teaching factory. chures, banners and more.
Model development of teaching factory is as illus-
trated in Figures 1 and 2.
3.2 The productive ability of vocational

education students
Outcome:
a_ srudent
b_ vocational
The productive ability of students’ educational
education vocational in the implementation of production
c_ economy
units is the ability of hard skills (average value
77.2) and the ability of soft skill-related team
work, communication skills, and interpersonal
Figure 1. The scheme teaching factory model. relationship as shown in Table 1.
4 DISCUSSION
Success in the development of the Teaching Fac-

tory model in vocational education is indicated
by the availability of the following factors: a)
the human resources professional, b) means the
appropriate infrastructure, and c) results of the
marketing product/service. Human resources
professionals are associated with the ability to
manage and carry out activities of the Teaching
Figure 2. The implementation of scheme Teaching Factory. Infrastructure is related to suitability to
Factory activities.
Table 1. The ability of soft skill students’ executive production units.
No Aspect Indicators Results
1 Communication skills able to discuss, give Students are able to cooperate well in completing the
opinions and ask work, such as in the face of difficulties which cannot
questions be solved yourself then not hesitating to discuss with
friends and the teacher’s Companion
2 Ability in team work cooperation in a Students are able to conduct cooperation with team in
team in the work solving problems and finishing the job with a division
of tasks and in completing the work
3 Commitment in work are serious about Students trying to finish the job until it is done and as
completing the work quickly as possible by making use of free time
4 Time management management of the time, Students are able to do the job in earnest so that it can
using time effectively be completed according to target or consumer needs
5 Leadership encourage friends to Students’ ability in finding friends who can be invited to
participate actively, carry out the activities of the production units and the
helping friends ability to set the time of activity
resolve issues
6 Creative thinking find new method to Indication of creativity thinking of students is to find
solve the problem ways of how to find and fix damage to tools/goods
7 Management of stress manage stress Yet it appears to be the result because for existing students
the job does not have pressures because students feel no
difficulty
142
exercise the process of production. Marketing is 5 CONCLUSION
very important as it is related to the circulation
of products/services produced, so that failure in Development of Teaching Factory model is
marketing can make the production process stop. adjusted to the capabilities of human resources and
In addition, the ability to market products and infrastructure. Implementation of the activities of
services through media such as brochures, ban- the production/service can be done by students
ners, and internet is important in order to get with teacher mentoring. Products/services pro-
noticed. duced students in accordance with the standards
The ability of teachers in making learning activ- that are expected of the consumer. The teaching
ity design in the form of production became impor- activities of the factory were able to increase the
tant in integrating between learning activities based productive ability and the ability of the soft skills
on curriculum reference (syllabus) and production of students. Production Activities in Teaching
activities. A project method was used in teaching Learning project using model Factory. Last but not
activities of the Teaching Factory with the aim least, it is also dependent upon marketing media
of enabling students to become active, independ- used such as brochures, banners, and internet.
ent and responsible in completing the appropriate
product/service standards. This is in accordance
with the theory of experience learning (Kolb et al., REFERENCES
1999), work place theory (Lin Hsio, 2010) and
constructivism philosophy (Engeström & Gröhn, Direktorat Pembinaan SMK. (2007). Panduan pelak-
sanaan th 2007, imbal swadaya smk model. Jakarta:
2004). Direktorat Pembinaan SMK Direktorat Jenderal
Cooperation with industry can be done at the Manajemen Pendidikan Dasar dan Menengah Depar-
internship program so that Teaching Factory can temen Pendidikan Nasional.
be promoted together with the production part- Engeström, E. & Gröhn, G. (2004). Workplace learning and
ners. Student success in the activity of production developmental transfer. Diambil pada tanggal 28 Juni
units appears on productive upgrades as well as the 2010 dari www.edu.helsinki.fi/behav/english/index.html.
cultivation of the students’ entrepreneurial soul, Hsiao, H. & Lin, W. D. (2010). CSCL Theories. Diambil
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Kolb, D. A, Boyatziz, R. E. & Mainemelis, C. (1999).
service, thus providing a real learning experience. Experintial learning theory: Previous research and
A production system with accompaniment and new direction. Diambil pada tanggal 8 Agustus 2009
control by the teacher in the activity of production dari http://www.d.umn.edu/∼kgilbert/educ5165–731/
units is able to produce the product/service stand- Readings/experiential-learning-theory.pdf.
ards of consumer products. This indicates that Pendidikan Dasar dan Menengah. (2005). Garis-garis
the productive capability of the students becomes besar program pendidikan menengah kejuruan. Jakarta.
better. The results of the production process can- Direktorat Pembinaan SMK Direktorat Jenderal Man-
not be separated between discipline, teamwork, ajemen Pendidikan Dasar dan Menengah: Depdiknas.
time management, creativity, communication with Pendidikan Menengah Kejuruan. (2007). Panduan pelak-
sanaan tahun 2007, imbal swadaya smk model. Jakarta:
friends and companions, stress management and Direktorat Pembinaan SMK Direktorat Jenderal
motivation to produce the best product/service. Manajemen Pendidikan Dasar dan Menengah Depar-
Based on the Teaching Factory activities that are temen Pendidikan Nasional.
able to produce the product/service standards, con- Purna, I., Hamidi, H. & Prima, P. (2010). Mengharmo-
sumers will produce graduates who have the ability nisasikan Tenaga Kerja dan Pendidikan di Indonesia.
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143
The socio-cultural learning in an Indonesian Polytechnic
A. Abduh
Universitas Negeri Makassar, Indonesia
R. Rosmaladewi
Politeknik Pertanian Negeri Pangkajene Kepulauan, Indonesia
ABSTRACT: Research on the socio-cultural has been conducted extensively in higher education in
Western contexts. However, few studies have been focused on learning in vocational higher education
in Indonesia. This paper aims to address this knowledge gap. This is an in-depth descriptive qualita-
tive study of six lecturers in an Indonesian polytechnic using semi-structure interviews. The finding
reveals that there is an integrated socio-cultural learning cycle applied by lecturers in this polytechnic.
This research suggests that theoretical, observational, and practice-based learning are implemented as a
learning-continuum. This finding provides a unique contribution and significance to the debates on the
socio-cultural learning cycle, both locally and globally.
1 INTRODUCTION through informal education (Kindervatter, 1979).

None of studies above has focused primarily on the
The socio-cultural learning practice has been integration of theoretical, nor observational and
widely acknowledged and investigated. Socio- practiced-based learning, as part of socio-cultural
cultural learning assists learners to integrate face- learning perspectives. This research addresses the
to-face interaction in the classroom and wider above gap and contributes to the understanding of
social community contexts (Renshaw, 1992), how Indonesian polytechnics apply socio-cultural
bridge socio-cultural and cognitive theorizing in learning in their teaching practice. This research is
situated learning (Billet, 1996), and facilitate the significant for teachers and educators to help them
mastery of specific content in particular contexts perform better practice.
(John-Steiner & Mahn, 1996). For these reasons,
socio-cultural learning is fundamentally important
for lecturers and educators. 2 SOCIO-CULTURAL LEARNING
Socio-cultural learning refers to ‘a process of
appropriating “tools for thinking”, that are made The socio-cultural learning involves key elements
available by social agents who initially act as inter- including theoretical input, interaction, collabora-
preters and guides in the individual’s cultural tion and learning in the workplace, through prob-
apprenticeship’ (Rogoff cited in Renshaw, 1992, lem solving and thinking processes (Renshaw,
p. 2). Vygotsky (1978) argues that learners learn 1992). Karpov and Bransford (1995, p. 61) define
best through interaction with their environment. theoretical learning as ‘a process of supplying the
This indicates that learners can acquire knowledge student with general and optimal methods for deal-
and skills through their engagement with particu- ing with certain classes of problems that direct him
lar socio-cultural contexts. For the context of this or her toward essential (not simply common) char-
study, students not only learn in their campus envi- acteristics of the problems of each class’. A recent
ronment, but they also learn through interaction study conducted in United States of America
with peers and engagement with people in their school settings suggested that theoretical learning
workplace. refers to explanatory and descriptive designs of
The socio-cultural learning in the Indonesian learning that aim to enhance students’ academic
context has not developed much. Studies on socio- achievements (Lancer, 2014). This indicates that
cultural learning have mostly focused on cultural theoretical learning is a process of constructing stu-
and economic perspectives of learning of entrepre- dent’s theoretical knowledge within classroom con-
neurial intention among Indonesian students (Kris- texts that aims to improve their learning outcomes.
tiansen & Indarti, 2004), independent language In terms of observation, a number of research-
teaching (Lamb, 2004), and empowering learning ers indicated that observation is useful to improve
145
subject understanding (Hoover et al., 2012; Renkl, The participants of this study comprised of six
2014). Observation learning refers to students’ lecturers, three females and three males, with Mas-
abilities to observe other people’s behaviors in a ters’ educational background. Their ages were from
variety of academic areas in groups (Bandura & 35 to 60. The participants’ teaching experiences: 2
Jeffrey, 1973; Renkl, 2014). Research conducted by were less than 10 years, 2 were about 20 years and
Hoover et al. (2012, p. 591) on understanding the 2 were more than twenty years. The participants
benefit of observational learning suggested: were coded in P1 (participant one), P2, P3, P4, P5
“They [students] benefit from selective obser- and P6 respectively. Data was analyzed using the-
vation and the lack of potential distractions matic analysis procedures (Braun & Clarke, 2006):
produced by behavioral immersion that could con- reading whole data, identifying themes, classifying
found attentional focus. They suggested that some themes, and identifying core themes.
students engage in role-play simulations, while oth-
ers observe vicariously.”
In relation to the practice-based model, it is a 4 FINDINGS
learning process in ‘environments in which the
knowledge learnt in universities can be practised, 4.1 Theoretical learning
refined and honed’ (Kennedy et al., 2015, p. 2).
Practice-based learning is often associated with Most participants in this study argue that theoreti-
different terms: it is a workplace learning because cal learning is one of the key important elements
students learn in industrial settings (Kennedy et al., for their learning. As Karpov and Bransford (1995)
2015); it is a situated learning (Lave & Wenger, suggest, theoretical learning relates to provid-
1991) because students learn in specific programs ing optimum input for students. Providing input
such as internship programs and work experience including concepts and strategies is the first foun-
placements (Lim et al., 2014); and it is empirical dational step for learning to master subject matter.
learning (Karpov & Bransford, 1995) because For students in this polytechnic, engagement with
students can provide and confirm authentic expe- key concepts and their characteristics helps to build
rience to their study when dealing with practice their knowledge and skills prior to observational and
setting (Billett, 1996). This implies that practice- practice learning. There are three important strate-
based learning is a learning process that occurs in gies to assists learners get an in-depth understanding
a particular context that aims to provide students of subjects: classroom learning, learners’ interaction
with work-related experiences. with peers, and own learning. One lecturer indicates
that ‘They have to have good understanding of con-
cept through classroom teaching, independent learn-
3 METHODOLOGY ing and learning through interactions with friends’
(P6), and that ‘learning is done through videos, tuto-
Descriptive qualitative research was employed in rial, lecture, and demonstrations’ (P2).
this study. Descriptive qualitative studies relate to ‘a The reason why classroom learning is important
comprehensive summary of events in the everyday is due to ‘the large number of students enrolled in
terms of those events. Researchers conducting quali- subject; therefore it is easier to lace them together
tative descriptive studies stay close to their data and in a large classroom’ (P5). While interaction with
to the surface of words and events’ (Sandelowski, peers is done ‘through series of structured projects
2000, p. 334). This qualitative study is appropriate to given students conducted in groups of four to six’
meanings of particular events and activity that occur (P1). In addition, independent learning is done
both inside and outside classrooms (Jensen & Curtis, through their ‘students’ journal of learning’ (P4).
2008). In this study, the events occur both inside and Another reason for providing theoretical learn-
outside classroom contexts, where a combination of ing is that ‘building good foundation is important
learning occurs in campus and workplaces. so that they can perform better job later’ (P2).
Data collection method was mainly semi- Another participant stated: ‘They [students] have
structure interviews, which lasted between 45 min- to master theory very well prior to observation and
utes and 1 hour. The interviews were conducted practice’ (P3). In this case, students are expected to
in Indonesian, and the transcriptions were trans- have solid background knowledge of theoretical
lated into English by a researcher and verified by concepts prior to proceeding to the following stage,
a competent bilingual researcher and translator. which is observational and practice-based learning.
All transcriptions of interviews were sent back to
participants in order to provide opportunities for
4.2 Observational learning
participants to modify and add their comments.
The contents of interviews include beliefs and per- Lecturers in this polytechnic aim to bridge stu-
ceptions of learning in a polytechnic. dents’ understanding of theory and practice via
146
observational learning. What they believe impor- learning assists students to build their confidence
tant is that students can not directly practice what in their learning, as argued by one lecturer: ‘it is
they have learnt in classroom contexts, but they important for students to build their confidence’
have to perform structured observation to the (P1). In addition, students can consolidate their
subject of their learning. Students have to observe knowledge and their skills through understand-
their senior students, lecturers and practitioners. ing the workplace culture: ‘they can improve their
One participant argues that ‘every student must knowledge and skills in relation to the culture of
have seen the real life of what she or he learns’ (P1). workplace’ (P3). Finally, practice-based learning
By seeing the real-life event, they cognitively per- facilitates the overarching understanding of the
ceived the subjects. subject matter: ‘No-body’s perfect, but through a
There are two important reasons why observa- series of practiced based learning they will be able
tional learning is part of their essential element of to master it’ (P4). For these reasons, practice-based
learning. The first is due to ‘students in this poly- learning becomes one of the important learning
technic deal with human’ (P3), and the second is elements that is embedded in this polytechnic.
‘students have to avoid malpractice or error when
they perform real activities’ (P4). It indicates that
students have to put in their effort to fully under- 5 DISCUSSION
stand, for example, how to deal with patients. A
student midwife has to observe carefully what the The analysis of the data shows that the findings
midwife does during the labor. were different from earlier studies because previous
During the observation, students have to follow research focused separately on theoretical, observa-
several steps: Firstly, students must do structured tional, and practice-based learning. For example,
observation carefully: ‘students have to observe Karpov and Bransford (1995) and Lancer (2014)
carefully before they practice it’ (P2). Secondly, concentrated primarily on theoretical and practical
students have to write their observational learn- learning; Bandura and Jeffrey (1973), Hoover et al.
ing via log book: ‘They have series of log book (2012) and Renkl (2014) focused on observational
from observations’ (P5). Thirdly, at the end of learning; and Kennedy et al. (2015) and Lim et al.
their observation, students discuss with each other (2014) centered on practice-based learning. While
what they have witnessed and what they have this study identified that theoretical, observational
learnt, what went wrong and what were the good and practiced-based learning were implemented
points: ‘Only after observation, they shared notes and integrated in sequence. The integration of
with others so that they share and learn from each the three concepts formed a learning cycle. This
other’ (P3). Finally, all students have to submit cycle expands what Hollins (2011) described as the
their final report of their observational learning socio-cultural learning. The reason why we call it
to their lecturers: ‘all of them have to submit their an expanded socio-cultural learning cycle is that
written report’ (P6). During the writing for their it involves cognitive, behavior and socio-cultural
report, students consolidate their learning through settings (Hollins, 2011). In our findings, the theo-
their observational learning. The observational retical phase involved the cognitive process which
learning ends when students are fully confident in was the learning of concepts. The behavior was
performing practice learning. depicted in the observational learning cycle. The
socio-cultural elements are embedded in practiced-
based learning because learners gain direct experi-
4.3 Practice-based learning
ence in industry.
Practiced-based learning refers to the experience of These learning cycles have implications for
students in the workplace (Kennedy et al., 2015), lecturers and students. For lecturers, they were
and learning through internship programs (Lim required to master both theoretical knowledge and
et al., 2014). Most students at this polytechnic per- practical skills in order to be able to deliver effective
form their practice learning in the workplace and learning in polytechnic settings. For students, the
few of the students through internship programs. combination of the theoretical, observational and
Their practice-based learning is supervised by both practical learning assisted them to develop compe-
lecturers and employees in the industry workplace tence in their field of study. We believe that these
where the practice learning occurs. learning cultures are applied in this polytechnic.
The reason why practice-based learning con-
tributes to students is that practice-based learning
helps students to connect and build network with 6 CONCLUSION
industry. One lecturer indicates that ‘practice based
learning help students to get to know who industry Despite a small-scale study, the finding of this
stakeholders are’ (P6). In addition, practiced-based research provides further understanding of
147
theoretical, observational, and practical (empiri- John-Steiner, V. & Mahn, H. (1996). Sociocultural
cal) learning. These elements of learning notions approaches to learning and development: A Vygots-
extend understanding of theoretical and practical kian framework. Educational psychologist, 31(3–4),
learning (Karpov & Bransford, 1995) and observa- 191–206.
Karpov, Y.V. & Bransford, J.D. (1995). LS Vygotsky and
tional learning (Renkl, 2014). These three stages of the doctrine of empirical and theoretical learning.
learning offer opportunities for students to master Educational Psychologist, 30(2), 61–66.
theory, further observe how theory works, and gain Kristiansen, S. & Indarti, N. (2004). Entrepreneurial
practical skills in the field. This indicates that the intention among Indonesian and Norwegian students.
three cycles of learning offer a continuum which is Journal of Enterprising Culture, 12(01), 55–78.
an holistic and overarching approach to learning. Kindervatter, S. (1979). Nonformal education as an
The implication for this finding is that lecturers empowering process with case studies from Indonesia
and educators can apply this finding to help them and Thailand. Amherst, Mass: Center for Interna-
perform better practice. Thus, this finding is sig- tional Education, University of Massachusetts.
Kennedy, M., Billett, S., Gherardi, S. & Grealish, L.
nificant for policy makers and educational stake- (2015). Practice-based learning in higher education:
holders, particularly in relation to polytechnics, so Jostling cultures. New York: Springer.
that they can provide appropriate policy and assist- Lamb, M. (2004). It depends on the students themselves:
ance. Thus, this can improve the standard quality Independent language learning at an Indonesian
of output in polytechnics in particular, and higher state school. Language, Culture and Education, 17(3),
education in general. Finally, this finding can be 229–245.
useful for similar settings, in both local and global Lancer, J.R. (2014). The meaning of quality professional
contexts. learning for school improvement: Articulating a
coherent vision rooted in a theoretical perspective on
learning. School Effectiveness and School Improvement
(ahead-of-print), 1–29.
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148
The development of an android-based English vocabulary introduction

education game for early childhood
A.B. Utomo, G.D. Robbani & S. Nurmasitah

Faculty of Engineering, Universitas Negeri Semarang, Semarang, Central Java, Indonesia
ABSTRACT: Early childhood education is an effort to develop newly born children until they reach six
years of age. Cognitive behavioral, social, emotional, self-reliance, moral values of religion, and language
are some aspects of development at this education level. The process of language learning should be inten-
sive and maximal because they have fast-growing language skills. Moreover, the globalization era expects
English to be taught at the early childhood education level. Interactive mobile games in smartphone devices
can be selected as an alternative media for children language learning. This research develops an android-
based education game for early childhood to introduce English vocabulary. Two material and three media
experts evaluated the function and feasibility of the developed media. The implementation of the media
was done in an experimental class and then compared to the control class. The feasibility of media and
material are 84.52% and 83.33%. The different level of vocabulary mastery in the experimental class is
43.68% compared to the control class. It means that the media significantly supports the learning process.
1 INTRODUCTION express the idea, duplicate the letters, and recog-

nize their surroundings (Rule of Education Minis-
In Indonesia, early childhood education is an try No. 58 of 2009).
effort from the government to develop newly born Learning a second and foreign language has
children until they reach six-years-old. Education been an important part of the education process.
stimulation is given to support children’s mental Gass (2013) stated that second language acquisi-
and physical growth and development in order to tion is the process of learning another language
have the readiness to enter further education level after the native language has been learned. Foreign
(Law No. 20 of 2003). Cognitive behavioral, social, language learning is different from second lan-
emotional, self-reliance, moral values of religion, guage learning. It is most commonly done within
and language are some aspects of development in the context of the classroom. The second language
early childhood education. of the children in Indonesia is Bahasa Indonesia.
In early childhood, language needs to be devel- Bahasa Indonesia acquisition is obtained from the
oped because it cannot be separated from the child’s environment of life and from school. While
social life. Language is a means of communication English and other languages, such as Japanese,
to express ideas and knowledge between people. French, Spanish, and Chinese, are the foreign lan-
Because of that reason, learning language should guages for Indonesian people.
be started from early childhood through formal or From early childhood, English is learned in
informal education. Perizade and Suhery (2012) order to have English skills ability, so they can
said that kindergarten (TK) or Raudhatul Athfal follow science and technology development. How-
(RA) is an example of formal early childhood edu- ever, the teacher delivers the material using simple
cation. Moreover, they also said that play group media, such as a paper flashcard image, which is
(KB), child care (TPA), and other similar edu- less interesting for the students. Children will be
cation formats at the same level are examples of more interested in learning if the media is inter-
informal early childhood education. esting and fun. Because of that reason, teachers
Seefeldt and Wasik (2007) indicated that the should use or provide interesting media for learn-
language development of three- to five- year-old ing, especially when learning language. Learning
children is growing very fast. They have already media is used to convey instructional information
mastered 900 to 8,000 words. There are three and for teaching purposes. Learning using audio-
scopes of early childhood language development; visual is one of the important aspects in the edu-
they are accepting language, revealing language, cation system. The learning process will be easy,
and literacy. At that age, the children are taught to attractive and effective when using audio-visual
listen, know the vocabulary, understand the story, media (Bal-Gezegin, 2014).
149
Mobile learning (M-Learning) is one of the Start
audio-visual learning processes that are performed Research Data Collection

by using a mobile media device (Mehdipour & (Curriculum, Observation, English
Course Material)
Zerehkafi, 2013). The learner can learn anywhere
and anytime using mobile devices (Crescente & Concept and Design Production of
Education Game Application
Lee, 2011). A mobile game is an example of
M-Learning which is currently developed. It is
applied to a smartphone or mobile phone device.
In education, mobile games not only stimulate
children’s interest in learning but also encourage
and promote the development of language, criti-
cal thinking, emotional development, intelligence
and imagination in children. Therefore, education
games have an important role to develop children
in their play activities (Ni & Yu, 2015). One of the
platforms used for developing M-Learning is the
Yes
Android operating system. The aim of this research
is to develop an android-based education game for
early childhood to introduce English vocabulary.
Android is an open-source software stack which
includes an operating system, middleware and key Game Application Result
applications along with a set of Application Pro-
gramming Interfaces (APIs) that are used to design End
a mobile application using the Java programming

language. Android-based applications can be cre- Figure 1. The stages of education game development
ated, developed independently, easily downloaded, process.
and used in accordance with the user’s needs.
Android has Linux-based version 2.6. system serv- The main menu of the game has four menu but-
ices such as security, memory management and tons: Learn, Let’s Play, Hints, and Exit. The ‘Learn’
process management, controlled by Linux (Holla & menu is for learning the English vocabulary process.
Katti, 2012). Children can learn 24 kinds of English vocabulary
in accordance with the themes in the education
game. The ‘Let’s play’ menu has three types of
2 METHOD games: matching games, puzzle games and guess-
the-picture. These three types of the game use
The method used in this research is the R&D for the drag and drop concept, moving an object to a
developing the education games, while the imple- predetermined place. If the object is in the correct
mentation of the education game in English class place, it will proceed to the next level. The ‘Hints’
in kindergarten uses a quasi-experimental design; menu contains the instructions regarding the usage
the post-test only controls group design. of applications, and the ‘exit’ menu is for exiting the
The process of developing an educational game applications. The education game application has an
includes: map-making the material, flow charts, easy-to-use design for the children. There are sound
activity diagram, and layout design of the game, and back buttons in each page menu. The sound
which is then processed by using Audacity, Core- button is used to turn on and turn off the sound. The
lDraw, and Adobe Flash CS6 X7 software. Then back button is for returning to the previous page.
the results of the educational game are tested for The implementation process was in TK Islam
the feasibility of the media and material aspects. Al Furqon Rembang, using a quasi-experimental
The feasibility testing of media and material method. The experimental design used in this
aspects is based on ISO 9126 and the multime- research is the design of experiment Post-test Only
dia quality criteria. The tested education game is Control Design. This quasi-experimental method
revised and improved, and then tested before it is used a group or class that was used as the experi-
implemented. The stages of the education game mental group and the control group. The experi-
development process can be seen in Figure 1. mental class was treated using the education game
The purpose of map-making the material is to application as a media of learning, while the con-
facilitate the grouping of material in the product cre- trol group did not get the similar treatment. The
ation process of the educational game application. homogeneity of the control class and experimen-
There are two themes, six sub-themes and 24 vocabu- tal class before the learning process is assumed to
laries that are incorporated into the education game, be equal (zero) because the children had not been
which is the introduction of English vocabulary. taught the same vocabulary in English language
150
learning materials beforehand. Then both classes
were given a post-test to determine the level of
mastery of the English vocabulary. The post-test is
an oral test that relates to the learned vocabulary.
Purposive sampling is used in this research. The
consideration for determining the sample in this
study is that the sample has the same capabilities
and characteristics. The population of this study
was 76 six-year-old children. They were divided
into five classes (B1–B5). There were 29 children
for each control class and experimental class
(B1–B4). The determination of control class and
experimental class was conducted by a coin toss.
The rest of the other children were treated as the
initial test responder of the education game.
The data collection technique in this research
includes observation, interviews, questionnaires
and oral test. The data analysis includes descriptive
analysis results of the questionnaire, normality test,
homogeneity, independent sample t-test, and the
calculation of the difference level of English vocab-
ulary mastery percentage. The normality, homoge-
neity, and difference test use SPSS version 23. The
requirement of normality and homogeneity tests is
if p-value or significance value (.sig) is greater than
the significance level (α) of 5% (.sig > 0.05), it can
be concluded that the data is normally distributed.
Moreover, the data variants of the control class
and experimental class are similar. While in a dif-
ferent test, if the p-value or significance value (.sig)
is smaller than the significance level (α) of 5% (.sig
< 0.05), it can be concluded that there are differences Figure 2. Education game layout (a) “learn” menu;
in the level of mastery of the English vocabulary (b) one of learned vocabulary; (c) “game” menu.
between the control class and experimental class.
the efficiency, usability, reliability, and portability
aspects for the media. While for the material test,
3 RESULT AND DISCUSSION it consisted of learning, media layout, content, and
program aspects. The experts did the evaluation by
By playing the education game, children can learn filling in the questionnaire.
24 kinds of English vocabulary with the specific The evaluation result can be seen in Table 1 and
themes. This application provides fun-learning for Table 2. Both of the tests got a very good result.
children with its images and activities. There are The usability and program aspects reached the
several images that belong to each theme. Children highest score for both media and material tests.
can hear or listen to the pronunciation of the object The use of the audio-visual concept was easy to
when they touch the image. Moreover, they can do understand by the users. So, this applied education
some activities through several games in this appli- game is good to be the alternative learning media
cation, such as: matching game, puzzle game, and in the early childhood education process, especially
guess-the-picture game. In matching game, chil- in learning English.
dren should match the similar object. It trains the The education game was implemented in the
children in recognizing some object images. While learning process in the experimental class. While in
in the puzzle game, children will arrange a puzzled the control class, the children were treated using
object image. To check the children’s memorizing a common method of learning. From 24 learned
skill, they can play a guess-the-picture game. In vocabularies, the children in the control class can
this game, children should guess the object image master 9.55 words per child on average. The result
by arranging letters. Some screenshots of the edu- in the experimental class shows that the children
cation game layout can be seen in Figure 2. mastered 13.72 words per child on average. The
The media and material of the education game difference level of English vocabulary mastery,
were tested by the experts: two media experts and can statistically be proved by using a different test
three material experts. The media experts tested after normality and homogeneity tests. The result
151
Table 1. Media test result. containing the diphthong is different from writing
so that the children have difficulty in spelling the
Aspect Percentage (%) Category word. Learning about the words that contain the
diphthong needs to be done repeatedly so that chil-
Efficiency 85.71% Very Good
dren can master these words.
Usability 87.50% Very Good
Reliability 80.00% Good
Portability 84.38% Very Good
4 CONCLUSION
Average 84.52% Very Good
The introduction of an English vocabulary
Table 2. Material test result. android-based education game with audio-visual
for early childhood is eligible for use for early child-
Aspect Percentage (%) Category hood learning media after the test on the media
and material by the experts. The results of the
Learning 83.33% Very Good media and material tests are 84.52% and 83.33%,
Media Layout 77.08% Good with very good category. There are significant dif-
Content 80.56% Good ferences regarding the vocabulary mastery if the
Program 90.00% Very Good children use the education game. The different level
Average 83.33% Very Good of English vocabulary mastery in the experimen-
tal class is 43.68%, compared to the class that uses
conventional learning. The use of a smartphone for
of normality post-test in the experimental class the learning process has some advantages, such as:
and control class is that both of the classes have it is interactive, can be used everywhere and any-
normal distribution. Moreover, both of the classes time, and it is an integration of image, animation,
also have similar variants and homogenies. The dif- graphic, sound and text.
ferent test analysis result shows that the p-value of
0.012 is smaller than a predetermined significance
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tered by the children in the control class and exper- Journal of Computational Engineering Research, 3(6),
imental class. Some vocabulary that is difficult to 93–101.
master by children are: traffic light, mountain, Ni, Q. & Yu, Y. (2015). Research on educational mobile
square and triangle. The children still find it dif- games and the effect it has on the cognitive develop-
ficult to master vocabulary that consists of more ment of preschool children. Digital Information, Net-
than one word, like traffic light. It is because of the working, and Wireless Communications (DINWC),
very limited English language skills of the children. 2015 Third International Conference on: 165–169.
They find it so difficult to master the vocabulary, Perizade, B. & Suhery, T. (2012). Early Childhood Educa-
although assisted by the education game that has tion in Indonesia.
Seefeldt, C. & Wasik, B.A. (2007). Early education:
been developed. Another vocabulary which still Three-, four-, and five-year-olds go to school. Record-
cannot be mastered by the children is that which ing for Blind & Dyslexic.
has two vowels appearing together such as moun- Undang-Undang Permendiknas No 58. Tahun 2009 Ten-
tain, square, and triangle. In English learning, it tang Standar Pendidikan Anak Usia Dini. Jakarta:
is called a diphthong. Pronunciation of words Depdiknas.
152
Development of graphic design learning model based on multimedia
A. Huda & K. Rukun

Electronic Engineering Department, Technical Information Education Program, Engineering Faculty,
Universitas Negeri Padang, Padang, Indonesia
ABSTRACT: Based on previous observation, it was found that the implementation of graphic design
teaching using lectures and guided practice has not demonstrated independent learning. The purpose
of this research was twofold: (1) the development of a multimedia-based learning model for graphic
design in an Electronic Engineering Department; (2) to test the validity, practicality and effectiveness of
this Multimedia-Based Graphic Design Learning Model. We used a Research and Development (R&D)
approach, based on the design principles of Plomp (2013) and consisting of three phases: preliminary
research, a prototyping phase, and an assessment phase. The data in this research consisted of quantita-
tive data. The research into the development of a Multimedia-Based Graphic Design Learning Model for
an Electronic Engineering Department proved successful, giving rise to the conclusion that its use was
more effective than conventional instructional models by improving students’ learning results, and their
cognitive, affective, and psychomotor skills. The development and implementation of an instructional
Multimedia-Based Graphic Design Learning Model was shown to be valid and practical.
1 INTRODUCTION According to Riyanto (2006), graphic design

is a form of applied painting (picture) that gives
The Education for All Global Monitoring Report freedom to a designer to select, create, or adjust
is published by UNESCO every year and contains the shape of elements such as illustrations, photo-
the results, from 120 countries, of monitoring the graphs, text, and lines on a surface for the purpose
education world. In the 2012 report, the Educa- of generating and communicating a message. It
tion Development Index (EDI) placed Indonesia involves pictures and signs that use typographi-
in 64th position. A survey by PERC (Political and cal or other media such as photography. Graphic
Economic Risk Consultancy) and UNDP (United design is generally applied in the advertising world,
Nations Development Program) stated that the packaging, and film, among many others. Many
education system in Indonesia was the worst in the occupations are affected by the development of
Asia region (of 12 nations surveyed). computer technology, and one of the fields that is
One indication of the low education quality most affected is graphic design.
in Indonesia can be seen from the average learn- In pre-research observations conducted in the
ing results still being low (Sudrajat, 2009) so that Information Engineering Studies Program of the
efforts to improve these learning results are needed. Engineering Faculty of Padang State University, it
One way to improve learning results is through the was found that the learning of graphic design by stu-
use of learning media. dents is limited by the use of the conventional meth-
Media is anything that can be used to deliver a ods of lecturing and practical guidance (50% lectures
message from a sender to a receiver, which can stim- and 50% guided practice). That case made the stu-
ulate the mind, feelings, concerns, interests and the dents merely memorize the steps of how to design.
student’s attention to the learning process. Media The lecturing method is also not appropriate for
use in teaching and learning is important, because subjects which focus on psychomotor skills. The
by using media, educators can be expected to help learning process is successful if good results can be
in delivering material learning. Lecturers should be obtained and the learning material delivered can
more wise and precise in selecting media. One of be applied. The material delivered in the subject of
the most effective media is electronic media, such graphic design is very useful in the supply of student
as computers, radio, and OverHead Projectors knowledge, and the attitudes and practical skills
(OHPs). However, such media can only be used in required for graphic design to be applied in practice.
certain places, such as those areas which have elec- Recognizing the learning limitations of graphic
tricity. In rural areas without electricity, the solu- design instruction in the Information Engineering
tion must be manual use and simple media. Studies Program, Engineering Faculty, Padang
153
State University, a strategy is needed for the devel- the general model of design development described
opment of a learning model for students of graphic by Plomp (2013), which consists of three stages or
design. Various models can be developed to sup- phases, namely, preliminary research, a prototyping
port students of the graphic design subject in the development phase and an assessment phase.
Information Engineering Studies Program, one of
them being through the development of a Multi-
media-Based Graphic Design Learning Model. 3 RESULTS AND DISCUSSION
Based on the explanation above, if the two
concepts are combined, multimedia learning can 3.1 Needs analysis results
be defined as multimedia applications used in
The initial investigation in the preliminary research
the learning process. In other words, a multime-
involved a needs analysis of the competencies asso-
dia message is useful to distribute learning (in the
ciated with graphic design learning, based on the
form of knowledge, skills and attitudes) and that
achievement level of the respondents.
can stimulate feelings choices, concerns and the
As shown in Figure 1, it can be seen that of
willingness to make learning occur intentionally
the 16 indicators or competencies associated
and in control.
with graphic design learning, one indicator (i.e.
Based on the problems of graphic design
6.25%) was identified as ‘Very needed’. Five indi-
instruction described, the purpose of this research
cators (31.25%) were analyzed as ‘Required’, and
was to:
ten indicators (62.50%) were placed in the ‘Quite
1. Develop and produce a Multimedia-Based needed’ category.
Graphic Design Learning Model;
2. Determine the validity, practicality and effec-
3.2 Results of prototype design
tiveness of this Multimedia-Based Graphic
Design Learning Model. To build a model of learning we must pay atten-
tion to the basic elements of the model. According
to Joyce et al. (2008), there are five basic elements
2 RESEARCH METHODS involved in building a model (see Figure 2), namely:
(1) syntax, which defines the operational steps
The method of this study is Research and Develop- of learning; (2) social system, which defines the
ment (R & D), which is included into the “need to atmosphere and norms of learning; (3) the prin-
do” category. The research results used to assist in the ciples of reaction, which describes how teachers
work will also be used to help in the work implemen- should regard, treat, and respond to their students;
tation and if that work is helped by the R&D results (4) the support system, which is all the facilities,
it will be more productive, effective and efficient. materials, tools, or the learning environment that
The development model followed in this research is supports learning; (5) instructional and guidance
Very 1meeded
Be r'e quired
Qu'iteneed'.ed
1 £55 needed
Not needed
Figure 1. Result of needs analysis of graphic design learning based on the criteria of achievement level of
respondents.
154
.REACTION Plill\CIPL.I£S Table 1. Results of validity test for the Graphic Design
I. Facilili..:s of !t:~ming proc~ss
2. R<:eunslrucllon of Ln.IUnn~tiun Learning Model.
3. Guidancc
4.Asscssm<.:nt
Assessment result
r SOCIAl. No. Assessment aspect Average TCR Category
-
SYNTAX SYSTEM
1. lntroduc~d und I M:m;~ger
n.;vi'"'w 2. f:~cilitator
2. Presentation .1. Motivator 1 Supporting theory 4.56 91.11 Very good
3 . Glritl:mccex- GRAPHIC DESIGN 4. Thcactivc
I .EARN IN<i- MO J)l ~ I.
2 Structure of 4.11 82.22 Good
4. Tndep~ndent ly
CXI.'fl.'i~c
MULrt.MEDIA HASEU 5 R~sounx:
Multimedia-Based
5 . E valuation pel"!ion
6. Moderator
Graphic Design
Learning Model
1 SUPPORT SYSTEM
3 Learning result
desired
4.00 80.00 Good
INSTRUCTIONAL 1 Orientation of lecturer Final average 4.22 84.44 Good

\VOrk
IMPACT
Concept mastering (know) Orientation of student
and Skills (do) work
3 T.earning module
4 CD of learning media
GUIDANCE IMPACT Multimedia-Based Graphic Design Learning
Altitude and designing
(Char<1dcr)
Model. It was completed by a lecturer who teaches
the graphic design subject.
Based on Table 2, it can be concluded that the
Figure 2. Conceptual framework for Multimedia-Based
Graphic Design Learning Model.
average score for the practicality of the book(s) of
the Multimedia-Based Graphic Design Learning
Model was 4.23, giving an achievement level of
effects, which are a form of learning result that is 84.56%, and it was categorized as ‘Good’ in terms
obtained directly by meeting goals (instructional of practical criteria, meaning that the result of the
effects), and the results of learning beyond simple practicalities test is that the book of the Multime-
goals (guidance effects). dia-Based Graphic Design Learning Model can be
This fifth component of the model is con- applied.
structed from several aspects. More detail about 3. Product Implementation Results (Effectiveness
the construction and function of components of Test)
the Multimedia-Based Graphic Design Learning a. Description of data for graphic design
Model are explained below. learning
In describing the data, the researchers will con-
sider each set of supporting data in turn and
3.3 Formative evaluation (Validity)
address the problems that have been posed in
The purpose of this assessment is to conduct a this research. In this section, the data infor-
more in-depth assessment about the products mation obtained from the field/respondents is
revised. The assessment conducted is a summa- processed, which is used by applying descriptive
tive evaluation, which involves the validity test, the statistical analysis in order to see the trend in the
practicality test and an effectiveness test. The focus spread of data.
is on testing that the Multimedia-Based Graphic
1. Value of Graphic Design Learning in Control
Design Learning Model that is developed is valid,
Class
practical and effective.
Based on assessment of data for graphic design
1. Validity of the Graphic Design Learning Model learning in control class.
Book Based on the calculations shown in Table 4,
The results of the assessment (validity) of the Mul- 25.00% of respondents obtained an average score
timedia-Based Graphic Design Learning Model in graphic design learning (post-test), 35.00% of
are shown in Table 1. respondents obtained a score below the average,
Based on the results of the validity test, the Mul- and 40.00% of respondents obtained a score above
timedia-Based Graphic Design Learning Model the average.
was categorized as very valid. These results were 2. Value of Graphic Design Learning in Experi-
obtained after rating by three validators. The aver- mental Class
age value for the three aspects of the assessment was Based on values of data from application of Mul-
4.22, giving an overall achievement level of 84.44%. timedia-Based Graphic Design Learning Model in
2. Formative Evaluation (Practicalities Test) experimental class.
The practicalities tests was conducted to assess Based on the calculations shown in Table 5,
the practicality of the book aspect of the that 6 (30.00%) of respondent obtained an average
155
Table 2. Assessment result of practicality of book of score from score learning result Graphic Design
Multimedia-Based Graphic Design Learning Model. (posttest), 9 (45.00%) of respondents obtained
score below the average price, and 5 (25.00%) of
Assessment result respondents obtained score above the average price.
No. Assessment aspect Average TCR Category 3. Testing Requirements Analysis Data
Testing of the research hypothesis used t-test anal-
1 Clarity of instruction 4.42 88.33 Good ysis. T-test analysis can be applied if the data are
used in model analyzed complete in several condition.
2 Competency achievement 4.17 83.33 Good a. Normality Test
and purpose of The data was processed through a Kolmogorov–
learning Smirnov normality test to obtain an indication
3 Student response 4.00 80.00 Good of the normality of data distribution in each of
4 Difficulty level 4.22 84.44 Good the two classes, as shown in Table 6.
implemented As shown in Table 6, the significance value for
5 The time precision 4.33 86.67 Good the variable of the learning results of the con-
Average 4.23 84.56 Good trol class is 0.706 >0.05. The normality test of
the variable learning results of the experimen-
tal class produced a significance of 0.759 >0.05;
this means that the variable data of the learning
Table 3. Value frequency distribution of graphic design results from the experimental class and the con-
learning in control class. trol class follow the normal distribution.
b. Homogeneity Test
Interval Frequency Frequency
A homogeneity test is conduct to see if the
No. class (absolute) (relative) (%)
research data associated with the learning
1 56–59 2 10.00 results of the two different classes had the same
2 60–63 5 25.00 variance (were homogeneous) or not.
3 64–67 5 25.00 The analysis results in Table 7 show that the
4 68–71 6 30.00 significance probability of each variable is more
5 72–76 2 10.00 than 0.05, meaning that the data of this research
is homogeneous and we can proceed to the anal-
Total 20 100.00 ysis of hypothesis testing.
c. Hypothesis Testing
The hypothesis testing in this research was con-
ducted using the t-test. It is used to present the
Table 4. Value frequency distribution of graphic design
result of the data processing in terms of the dif-
learning in experimental class.
ference in learning results between students in a
Interval Frequency Frequency control class and those in an experimental class
No. class (absolute) (relative) (%) using the Multimedia-Based Graphic Design
Learning Model.
1 70–73 2 10.00
2 74–77 7 35.00 Table 6. The results of homogeneity testing.
3 78–81 6 30.00
4 82–85 3 15.00 Research variable Sig. Result
5 86–90 2 10.00
Learning results of 0.168 Homogen
Total 20 100.00 control class
Learning results of 0.221 Homogen
experimental class
Table 5. The results of data normality testing. Table 7. T-test of student learning results in control
class with student results in experimental class using
Kolmogorov–Smirnov Multimedia-Based Graphic Design Learning Model.
Variable Statistic N Sig. Variable Mean n SD t Sig.
Learning results of 0.703 20 0.706 Learning result 78,00 20 4,98 10,225 0,000
control class Class experiment
Learning results of 0.671 20 0.759 Learning result 65,30 20 4,78
experimental class Class control
156
From the calculated t test above shows that tives and established motivation); 2. Presenta-
the t calculate = 10.225 > t table = 1.72 signifi- tion (Presentation of learning graphic design
cance level α = 0.000 it means that H0 is rejected by using multimedia); 3. Guidance Practice
and H1 accepted, thus the hypothesis that there (Practice Guidance by using Graphic Design
is a difference of student learning result in con- module); 4. Independent Practice (Independ-
trol class with learning result student in learn- ent Practice Learning by using Graphic Design
ing Experiment Class by used Graphic Design module and Multimedia Applications Help); 5.
Learning Model—Multimedia Based is accept- Evaluation.
able. This is also shown with significant level is 2. A valid Multimedia-Based Graphic Design
0.000 < 0.05, which means that shows there are Learning Model was generated that was practi-
significant differences between Student Learn- cal in application and effective in support of the
ing result in Experiment Class of Graphic learning process in graphic design.
Design Learning Model-Multimedia Based
with learning graphic design in Control Class
(Conventional). REFERENCES
Joyce, B.R., Weil, M. & Calhoun, E. (2008). Models of

4 CONCLUSION teaching (8th ed.). Upper Saddle River, NJ: Pearson
Education.
Based on the results from the development and Plomp, T. (2013). Educational design research: An intro-
duction. In Plomp, T. & Nieveen, N. (Eds.), Educa-
testing of a Multimedia-Based Graphic Design tional design research. Enschede, The Netherlands:
Learning Model for the Information Engineering Netherlands Institute for Curriculum Development
Studies Program of the Engineering Faculty of (SLO).
Padang State University the following conclusions Riyanto, S. (2006). Bagaimana Memulai Belajar Desain
can be drawn: Grafis? [How to start learning graphic design?]
Retrieved from: http://www.ilmukomputer.org/wp-
1. The development through the design process content/uploads/2006/12/bagaimana-memulai-desain-
described by Plomp (2013) consisted of three grafis-slametriyanto.pdf.
phases. The Multimedia-Based Graphic Design Sudrajat, A. (2009). Pembelajaran Tuntas [Mastery-
Learning Model that was created defined a syn- Learning]. Retrieved from: http://akhmadsudrajat.
tax that described five phases of learning: 1. wordpress.com/2009/11/02/pembelajaran-tuntas-
Introduction and Review (expressed the objec- mastery-learning-dalam-ktsp/.
157
Learning computational thinking through introductory programming

at the engineering faculty of the State University of Surabaya
E. Hariadi
Universitas Negeri Surabaya, Jawa Timur, Indonesia
ABSTRACT: High-order thinking is a capability that in the 21st century should be owned by every
graduate of a college. Computational thinking concerns how to solve the problem with an approach
which uses the principles of computer science. The purpose of this research is to apply the concept of
computational thinking into the teaching/learning process and produce an assessment model of com-
putational thinking. Computational thinking is a new way to solve problems and can be taught through
programming of the visual language Scratch. The basic ideas of computational thinking are: 1) a way
of solving problems and designing systems; 2) how to use various abstractions, understand and solve
the problems more effectively; and 3) think in algorithms and use the concept of mathematics to solve
the problems with more convincing results. The concepts of computational thinking as taught through the
visual programming language Scratch are: sequence, variable, conditional, iteration, and procedure. The
easiest of these to learn is sequence, while the most elusive concept is procedure. Students’ programming
abilities consist of two domains, namely, mastery of programming theory and programming practice. The
first ability is measured by multiple-choice items, while the second is measured by performance assess-
ment items. To obtain a composite score, the raw scores of multiple-choice and performance assessment
are converted to a scaled score.
1 INTRODUCTION concept in computer science in general, and in pro-

gramming language in particular (Howland et al.,
How can we prepare learners to succeed in the 2009). The concept is to define instructions specifi-
21st century? This is an important question to cally and clearly to complete a process. The skills
educators, parents and the community. The qual- pertain to the writing of step-by-step program
ity of life, welfare, and economic competitiveness instructions to stimulate the way that the program-
depends on a better readiness to face the 21st cen- mer solves problems. Computational thinking also
tury. In the era of industry with high technology, relates to the concept of flow control flow such
a change in the types of dexterity and skills will as conditional statement, repetition, and branch-
be more complex. The skills needed by students to ing in programming language. The skill can be
face the 21st century are communication problem- transferred easily to a context outside of computer
solving and inter-personal skills. (Partnership for science.
21st Century Skills, 2003). The definition of computational thinking has
In the 21st century, information and commu- evolved from year to year. Wing (2006) introduces
nication technology grows rapidly. The develop- computational thinking as a universal skill that
ment covers various aspects of life. Information should be learned by every person. Computational
and communication technology skills require not thinking is not a programming and is not associ-
only technical skill, but also demand mental and ated to certain software. Wing (2006) defines com-
problem-solving skills. putational thinking as ‘solving problems, designing
Wing explains computational thinking as solv- systems and understanding human behavior that
ing problems, designing systems and understand- draws on concepts fundamental to computing’.
ing human behavior by drawing on the concept According to the definition, computational think-
fundamental to computer science (Wing, 2006, ing is abstraction and automation. Wing et al.
p. 33). After Wing articulated this idea, research- (2011) improve the definition by stressing the role
ers focused on the relationship between compu- of information-processing: ‘Computational think-
tational thinking and other fields (Bundy, 2007). ing is the thought processes involved in formulating
Other researchers tested the implication of com- problems and their solutions so that the solutions
putational thinking (Deming, 2007). The com- are represented in a form that can be effectively car-
putational thinking skill represents an important ried out by an information-processing agent’.
159
Computational thinking as a process cannot be Table 1. Concepts of computational thinking.
taught only through memory, but needs to be dem-
Concept Description Sample
onstrated as experience from practice, in the same
way that a person becomes proficient in reading and Sequence Make
writing through practice. Computational thinking is programs
a combination of some skills: when someone solves in sequence
problems as computation, he first develops a model
of the problem, and then goes through the process
of solving the problem; both aspects rely on a model
and principles based on a method of computation. Iteration Forever
Thus, in computational thinking, the thinking proc- and
ess involves two basic skills: computation skills and
problem-solving skills. repeat
Computation skill derives from the principle of used for
computing. Reddy and Sarma (2015) identify six iteration
categories of computing principles: logical reason-
ing; algorithm; decomposition; abstraction; pat- Condition Check if
tern and generalization; and evaluation. and
Computational thinking is a relatively new if-then for
approach to solving problems. The basic ideas
condition
of computational thinking are: 1) how to solve
the problem and design the system; 2) how to use
various abstractions, and understand and solve
problems more effectively; and 3) how to think in
algorithms and use mathematical concepts to solve Variable Category
problems more convincingly (Lu & Fletcher, 2009). variable
Computational thinking is not about asking people enables
to think like computers, but about how to develop a students
set of the mental skills required to resolve complex
to make
human problems (Wing, 2006). Computational
thinking looks at the problem in a systematic way, new
step-by-step, and breaks down a big problem into variables
smaller parts. It is a basic skill that can be learned Procedure Make a
by everyone, not only computer experts and many
sub-
educators argue that computational thinking
should be part of education, together with other program
basic skills such as reading, writing, and arithmetic. called by
Scratch is a visual programming language other
created by researchers from the Massachusetts programs
Institute of Technology in 2007. The purpose of
Scratch is to create animation, games and inter-
active art. Although Scratch is easily understood
by young people, the concept of Scratch cannot 2 METHOD
be separated from the concept of computational
thinking as it is in other programming language. The research is the implementation of teaching
When students compose animation, interactive of the visual programming language Scratch to
stories, games, music, or artwork with Scratch, students from the Informatics Education study
they simultaneously learn about ideas of comput- program at the Engineering Faculty of Universi-
ing and mathematics. In the creation of Scratch tas Negeri Surabaya. The subject of the research
programs, the students learn concepts of comput- consisted of 39 students. The topics taught are the
ing, such as iteration and conditionals. They also concepts of computational thinking in the visual
acquire an understanding of important aspects programming language Scratch, summarized in
of mathematical concepts such as coordinates, Table 1 below.
variables, and random numbers. The concepts of Every topic was taught for two meetings. Every
computational thinking in visual programming meeting took 100 minutes. The learning model used
languages are summarized in Table 1. (Malan & was direct instruction. With this model, the teach-
Leitner, 2007; Maloney et al., 2008; Ruthmann ers firstly conveyed the purpose of students learn-
et al., 2010). ing a visual programming language and its relation
160
Table 2. Content of visual programming concepts. Table 3. A summary of analysis of performance
assessment.
Concept Content
No Concept Difficulty index Discrimination
Sequence Command of motion, pen, sound, looks
Variables Data type, operator 1 Sequence 0,41 0,42
Iteration Iteration block, counter, nested loop 2 Variables 0,90 0,13
Conditionals Comparison operations, logical 3 Conditionals 0,30 0,55
operations, conditional 4 Iteration 0,23 0,39
Procedure Sending and receiving message, modular 5 Procedure 0,15 0,11
programming, and recursion
Table 4. Summary of the analysis of item parameters

to computational thinking. Next, the teachers pre- (β) and difficulty index.
sented programs that became models, and finally the
teachers gave guidance on how to create programs Parameter (β) Difficulty index (p)
using the visual programming language Scratch. Stu-
Mean 0.00 0.48
dents had to implement what they designed. Every
Std. Dev. 1.49 0.27
session, students developed prototype programs of Minimum −3.2 0
every topic. The contents of each concept of compu-
Maximum 4.19 0.90
tational thinking are summarized in Table 2.
3 RESULTS AND DISCUSSION

4.19. According to classical test analysis, the dif-
After completing the course, students undertook ficulty index has a range from 0 to 0.90.
a performance assessment and paper and pencil The correlation between parameter β and diffi-
test. The performance assessment consisted of five culty index is shown in Figure 1. The correlation
items, while the paper and pencil test consisted of index was −0.92.
50 multiple-choice items. The five items of perform- The final task given to students was the five
ance assessment tested the concepts of computa- items of performance assessment. Task analysis
tional thinking: sequence, variables, conditionals, was conducted to establish which concepts were
iteration, and procedure. Similarly, the paper and understood by students as being easy and which
pencil test measured the same concepts, with each were difficult. The analysis was based on a scoring
concept being assessed by ten multiple-choice rubric of performance assessment. All items have
items. The results of both the performance assess- scoring levels 0, 1, 2, 3, and 4. Level 0 indicates
ment and paper and pencil tests were analyzed. that students could not do their task at all. Level
The results of performance assessment were ana- 4 indicates that students were able to perform
lyzed using classical test theory, while the results of the tasks very well. The distribution of students’
the paper and pencil test were analyzed using Rash responses to performance assessment is summa-
model, whose items respond to the theory of one rized in Table 5.
parameter, and classical test theory. The Test Anal- Figure 2 shows a bar chart of the students’
ysis program (Brooks, 2014) was used to estimate responses in relation to programming tasks. The
index difficulty (p) based on classical test theory, concept of variables was very easily understood
while the Conquest program (Wu, 1998) was used by the students. Around 95% of the students could
to estimate item parameters (β) based on item test handle the concept of variables up to Level 4. The
theory. The results of the analysis of the perform- concepts of sequence and conditionals were some-
ance assessment are summarized in Table 3. what more elusive than the variables concept with
Table 4 shows a summary of the analysis of item only 23% of students able to handle these concepts
parameters (β) and difficulty index from multiple to Level 4, while even fewer students (18%) were
tests. Item parameter is a point on the ability scale able to handle the concept of iteration to Level 4.
where the probability of answering correctly is The most elusive concept was procedure: only 3% of
equal to 0.5. The parameter is a location param- students were able to handle this concept to Level 4.
eter, indicating a position on the item characteris- Mastery of programming theory was measured
tic curve in conjunction with the ability scale. The by 50 multiple-choice items. The raw score statis-
greater a location parameter, the greater the ability tics are summarized in Figure 3.
required by students to obtain a 50% possibility of Mastery of programming practice was meas-
answering correctly. The location parameter mini- ured by five performance assessment items. The
mum is -3.20, and location parameter maximum is raw score statistics are summarized in Figure 4.
161
Scatterplot of p 1MC vs Beta
0.9
o.e
0.7
0.6
~
D.
o.:s
0.'1 ....;.
..
0.3
0.2 f:.,
0. 1
o.o
-3 -2 -1 Minimum Score 0.0
Maximum Score 17.00
Mean Score= 8.20
Figure 1. Correlation between β and p.
Figure 4. Raw score of programming practice.
Table 5. Students’ responses (%).
No Level concept 0 1 2 3 4
1 Variables 5.12 0 0 0 94.87

2 Sequence 46.15 2.56 10.25 17.94 23.07
3 Conditionals 56.41 7.69 12.82 0 23.07
4 Iteration 64.1 12.82 5.12 0 17.94
5 Procedure 64.1 17.94 12.82 2.56 2.56
Peroentage of students' answer
100
Minimum Score = 0.0
Maximum Score = 100.00
60 Mean Score = 35.97
.&
!II
1!
1:!
8.
60
40
Figure 5. Composite score.
The combination of multiple-choice and per-

formance assessment items to form a total score
(composite score) needs to be weighted, but as
20 the time taken for the tests of programming the-
ory and programming practice was similar at 90
minutes each, both types of items were weighted
Varia'ble Sequenlle Conditional Jteraoon Procedure
equally. To obtain a composite score, each raw
score was converted to a standard score. Both
Figure 2. Percentages by level of students’ responses. standard scores were summed and divided by
two. Next the composite score was converted to a
0–100 scaled score. The distribution of the com-
posite score is summarized in Figure 5.
4 CONCLUSION
The concepts of computational thinking taught

through the visual programming language Scratch
are sequence, variables, conditionals, iteration,
and procedure. The easiest concept to learn was
Minimum Score = 14.000 sequence, while the most elusive concept was
Maximum Score = 41.000 procedure. Students’ programming abilities consist
Mean Score= 24 .46 2 of two domains: mastery of programming theory
and mastery of programming practice. The first
Figure 3. Raw score of programming theory. ability was measured by multiple-choice items,
162
and the second ability by performance assessment Maloney, J.M., Peppler, K., Kafai, Y.B., Resnick, M. & Rush,
items. To obtain a composite score, the raw scores N. (2008). Programming by choice: Urban youth learning
of multiple-choice and performance assessments programming with Scratch. SIGCSE, 12(15), 367–371.
were converted to a scaled score. Partnership for 21st Century Skills. (2003). Learn-
ing for the 21st century. Retrieved from http://
www.21stcenturyskills.org/downloads/P21_Report.pdf.
Ruthmann, A., Heines, J.M. & Greher, G.R. (2010).
REFERENCES Teaching computational thinking through musical live
coding in Scratch. SIGCSE, 10(3), 1–5.
Brooks, G.P. (2014). Test Analysis Program (Version 14.7.4). Wing, J.M. (2006). Computational thinking. Communi-
Bundy, A. (2007). Computational thinking is pervasive. cations of the ACM, 49(3), 33–35.
Journal of Scientific and Practical Computing Noted Wu, M.L., Adams, R.J. & Wilson, M.R. (1998). Con-
Reviews, 1(2), 67–69. Quest: Generalized item response modeling software.
Lu, J.J. & Fletcher, G.H. (2009). Thinking about computa- Camberwell, Australia: Australian Council for Educa-
tional thinking. ACM SIGCSE Bulletin, 41(1), 260–264. tional Research.
Malan, D.J. & Leitner, H.H. (2007). Scratch for budding
computer scientists. SIGCSE, 7(10), 1–8.
163
Design and development of animation-based multimedia to illustrate

corrosion and coating processes for vocational learners
E. Permana & Y. Sukrawan

ABSTRACT: The purpose of this research is to create an animation-based learning media of corrosion
processes in the subject of Corrosion and Coating at the Department of Mechanical Engineering Educa-
tion, Universitas Pendidikan Indonesia, Bandung. The learning media program can be directly installed
and accessed on personal computers for learning purposes. The research was conducted in 2016 and started
with concept exploration to find the necessary product model, followed by its development through many
test steps and correction procedures. The last step was product validation through quasi-experiments on a
number of students taking the corrosion class. The result is animation-based interactive media that demon-
strates good criteria in terms of a media expert judgment value of 78.3%, students’ response of 83.0%, and
a subject matter expert judgment value of 89.0%. Validity tests show that the media has a significant effect
on the increase in the number of students who reach minimum standard competency.
1 INTRODUCTION Department of Mechanical Engineering Educa-

tion, shows that less than 40% of students tak-
1.1 Research background ing the Corrosion and Coating subject managed
to reach the minimum standard grade (Grade B).
Learning media has a significant effect on the
One of the reasons for this failure was that the stu-
achievement of learning objectives. As agreed by
dents were unable to acquire a deep understanding
almost all education experts, using various kinds
of the corrosion concept presented by the lecturer.
of learning media can drive students’ motivation
From the researchers’ point of view, it can be
and improve their learning achievement. Learning
concluded that one of the factors affecting the
media can be understood as any kind of tool uti-
education results is that the lecturer did not make
lized by people to deliver their ideas, opinions, or
optimal use of learning media in the lecturing
expressions to other people so that all of the infor-
process. The abstract concepts involved in corro-
mation is completely transmitted.
sion and coating could not be fully understood by
Nowadays, the use of animation-based multi-
the students because they failed to visualize them
media in the learning–teaching process has already
clearly in their mind.
been adopted in many education institutions,
especially in Indonesia. One of them is animation-
based multimedia using Adobe® Flash software. 1.2 Problem statement
The animation can visually represent abstract con-
Formulation of research problem is as follows:
cepts to make the subject easier to comprehend.
Corrosion and Coating is one of the subjects – How to develop learning media on the subject of
that students must take to fulfill their undergradu- corrosion (which has good criteria for corrosion
ate program in the Mechanical Engineering Edu- and coating) using Macromedia Flash Pro-8.
cation Department at Universitas Pendidikan – How will using learning media on corrosion and
Indonesia (UPI), Bandung. The subject deals with coating using Macromedia Flash Pro-8 on the
the concepts of the corrosion process that occurs subject of corrosion affect the learning result?
with corrosive materials, and the coating processes
required to overcome said corrosion. In order to
1.3 Research objective
be capable in this subject, students must first have
a deep understanding of the concept of corrosion The objective of the research is to create an anima-
before moving to the coating process, which is tion-based multimedia of corrosion and coating
delivered after this topic. which has good criteria and can be implemented
An evaluation of the results data, ensuing from in the learning process. It will be in the form of an
a research survey during lecturing processes con- executable file which can be directly accessed from
ducted during the first term of 2015–2016 at the a computer. The media should be able to support
165
any kind of learning processes required by educa- – Design and develop an animation program
tional institutions. according to the course syllabus. This consisted
of arranging the selected material course frame-
by-frame, storyboard making (setting, organiz-
2 LITERATURE REVIEW ing, audio planning, editing, and proofreading),
computer programming, and product evaluation
2.1 Animation basic concept through the judgment of experts.
– Limited testing of the developed animation-
The term animation comes originally from ‘anima’,
based multimedia. The media was tested by
which means soul or breath of life. Animation is the
implementing it with a small group of students.
creation of living objects from dead ones (Harry &
Response and feedback from the students was
Herman, 1992, p. 2).
captured and analyzed.
In the Kamus Besar Bahasa Indonesia, the
– Validating the media. Validity testing was carried
Departemen Pendidikan National (Department
out through quasi-experimental research in which
of National Education of Indonesia) (2005, p. 53)
two groups of students were treated in different
states that an animation is a television program in
classes. The first group of 30 students took a
the form of texts and pictures which mechanically
course conducted with the animation media and
and electronically brings to life objects on the screen.
a second group of another 30 students was sub-
Based on the two definitions above, the meaning
jected to the course without using the animation.
of animation can be concluded as the technique
The evaluation results after the course were com-
and process of generating unreal objects to be
pared and analyzed to establish the difference.
seen as real-life objects. The motion in animation
results from arranging picture frames in a sequen-
tial order according to the type of motion. Every
frame stores one picture that corresponds to the 4 RESULT AND DISCUSSION
required motion. By visualizing the frames contin-
uously on the screen, the ‘dead’ object will be seen 4.1 Nature of the course
as a real-life object. Thus, animation-based multi-
The nature of the course of Corrosion and Coating
media is animated audiovisual media in the form
requires students to be able to illustrate the move-
of a series of pictures projected frame-by-frame so
ment of ions on metal that causes the onset of cor-
as to look ‘alive’ on the screen.
rosion before they can understand it as a whole.
The movement of ions is an abstract idea which
2.2 Previous research cannot be delivered simply by using still images
and media, and will be improved if depicted with a
Some previous research of utilizing animation-
movement that resembles the real movement of the
based multimedia shows that this media has been
ions. For that use, animation as a media could be
proven to help increase vocational students’ prob-
an alternative learning method.
lem-solving capability (Wahono, 2010); increase
senior vocational school students’ ability to describe
engineering drawings (Choirun et al., 2000); and 4.2 Design result
raise learning results for the subject of braking sys-
The design phase was composed of three activi-
tems at senior vocational school (Beni et al., 2009).
ties: preparation of the flowchart, storyboards,
and interface design. The flowchart describes an
overall view of the animation. The storyboard is a
3 RESEARCH METHOD
design of the animation in each part, from sound
up to the multimedia animation, and used as a ref-
The research was started by observation to find out
erence for the development of interactive anima-
a required research product followed by product
tion-based multimedia design. The interface of the
development through some testing steps (experts’
media was made with a simple design that makes it
judgment, limited tests, and field tests), product
easy for users to find the buttons to navigate from
revision process, and finally validation process.
one frame to another.
On the basis of the Research and Development
The interface design consists of two parts,
(R&D) method, the following research steps were
namely the main menu interface design and inter-
conducted:
face design submission material. The main menu
– Undertake a preliminary study of the course syl- interface design is the main view of the anima-
labus of Corrosion and Coating at the Depart- tion that serves as the key navigator to explore
ment of Mechanical Engineering Education at multimedia features on the whole, while the material
UPI, Bandung. submission interface is displayed simply with a little
166
button, because this material relies on animated The display interface of material is shown in
movement and sound to make users focus on it. Figure 2. On this material interface there is an ani-
mation of corrosion, complete with sound, that
accompanies the animation. When the ‘play’ but-
4.3 Development result
ton is pressed the animation will begin, and it will
The first stage of development of the interactive stop if the ‘stop’ button is pressed. A button that
multimedia-based animation began by making the will restore preview display was also created, as
interface a reference of the layout of components, well as navigation buttons to explain the matter.
and creating a storyboard as a reference for the
animation and multimedia navigation in moving
4.4 Testing result
from one frame to another. The interface consists
of the main menu interface and interface of mate- 4.4.1 Description of media expert judgment
rial in the form of animation. The sheet format used by media experts for the
The main menu display interface on the inter- judgment made on this measurement has a scale-
active multimedia-based animation is shown in shaped research rating consisting of 15 statements.
Figure 1. On this main menu interface, the object The data results of the judgment by the media
that is created is an object in the form of naviga- experts can be seen in Table 1.
tion buttons to move to the display according to its Based on Table 1, the percentage of the feasi-
name. The subjects assigned to these buttons are: bility of multimedia animation corrosion is 78.3%.
profiles that describe the media creators; objectives The percentage of this animated multimedia is
which explain the direction of the learning process; compared to proprietary percentage to get area eli-
material which captures the animated process of gibility for multimedia animation where a percent-
metal corrosion; an exercise as a means of evalu- age of 78.3% are at the interval with good criteria.
ation after viewing this multimedia display; and
messages from the creators. It also contains graphs 4.4.2 Description of user response
and text describing the corrosion of the metal as a User response data in the research was used to
background on this interface. assess the students’ response description of the
media. The student response sheet format created
on this scale-shaped research rating scale consisted
of ten statements. This statement concerned the
use of animation-based interactive multimedia in
the development of competence in the corrosion
and coating of metals.
The student response data aimed to establish stu-
dent interest in the media. Response data were taken
from 30 students who had seen the animation-based
interactive multimedia material on the corrosion
and coating of metals. The student response data
processing in general is presented in Table 2.
The results of student responses in Table 2
describes the average interest of students toward
Figure 1. Main menu display. interactive multimedia-based animation of 83.0%;
this percentage is higher than the required number
Table 1. Data of media expert judgment.
Mark
4 3 2 1 0
Acqusition (SL) (L) (KL) (TL) (STL) Total
Summation 2 13 0 0 0 15
Score 8 39 0 0 0 47
Maximum 60
score
Percentage 78.3
(%)
Figure 2. Material display.
167
Table 2. Data of user response. animation is capable of improving learning results
and encouraging motivation.
Remark
4 3 2 1 0
Acqusition (SL) (L) (KL) (TL) (STL) Total 5 CONCLUSION AND
RECOMMENDATIONS
Respondents 13 15 1 1 0 30
Score 520 450 20 10 0 1,000 Based on the findings and discussion of the results
Maximum 1,200 of the research, the conclusions are as follows:
score
– The animation-based multimedia of corrosion
Percentage 83.0
(%) developed in the research has good criteria and
deserves to be used in teaching and learning activ-
ities in the vocational institution of engineering.
in which students are interested. Thus, this per-
– The results of the study show that the use of the
centage is categorized as “interesting”.
multimedia animation of corrosion contributed
to an increase in the number of students who
4.5 Discussion achieved the minimum standard of competency
The animation-based interactive multimedia has from 40% to 73.91%.
proven to drive students’ learning interest. They Some recommendations according to the results
become motivated and able to achieve learning of the research are as follows:
objectives. This is in line with the opinion of Sudjana
and Rivai (2005, p. 2) who stated that: ‘the media – The animation-based interactive media has
learning function in the learning process will further proved that it can improve student learning out-
draw attention so as to cultivate motivation [for] comes, and therefore its broader use in teaching
study, and learning materials will [clarify] its mean- and learning processes needs to be carried out
ing so that it can be better understood by students and and optimized.
enable [them] to achieve the goals of learning’. – Vocational education at secondary level and in
The result of the media experts’ judgment colleges needs to be equipped with computers and
showed the feasibility of the media reached 78.3%, projector devices, along with the animation-based
that is, it deserves to be used as a learning media. media, in order to improve students’ competency.
Subject matter expert judgment undertaken
before the media expert validation showed that
89% is a worthy percentage. If the matter needed REFERENCES
no improvements or additions then the interac-
Arsyad, A. (2002). Media Pembelajaran. Jakarta, Indone-
tive animation-based multimedia is worthy of
sia: Raja Grafindo Persada.
implementation. Beni, H., Soesanto, S. & Samsudi, S. (2009). Perbedaan
Before the process of application of the media, Hasil Belajar antara Metoda Ceramah Konvensional
researchers first tried to test the student response. dengan Ceramah Berbantuan Media Animasi pada
Response was given after students had looked Pembelajaran Kompetensi Perakitan dan Pemasan-
through the media during the learning process by gan Sistem Rem. Jurnal PTM, 9(2), 71–79.
completing a statement sheet of student opinions. Choirun, A., Khumaedi, M. & Basyirun, B. (2009). Pem-
They include: level of media attractiveness, the belajaran Ceramah dengan Media Animasi untuk
way to operate the media, and the material con- Mengingkatkan Kemampuan Siswa Dalam Membaca
Gambar Proyeksi. Jurnal PTM, 9(1), 7–13.
tained therein, as well as the look and sound of
Departemen Pendidikan Nasional. (2005). Kamus Besar
the narrative. Media response of the students indi- Bahasa Indonesia (Great dictionary of the Indonesian
cated that 83.0% of them had a good opinion of language). Jakarta, Indonesia: Departemen Pen-
the animation media which means that it attracts didikan Nasional.
students once they have seen it. Harry, H. & Herman, H. (1991). Animasi. Yogyakarta,
After using the multimedia animation in the Indonesia: Multi Media Training Center.
learning process, the students’ learning results Sudjana, N. & Rivai, A. (2001). Media Pengajaran. Band-
improved. The number of students reaching the ung, Indonesia: Sinar Baru Algensindo.
minimum competency level increased to 73.91% Sugiono, S. (2010). Research methods. Bandung, Indone-
sia: Alfabeta.
(up from the previous value of 40%), with an aver-
Wahono, W. (2010). Pengembangan Model Pembelajaran
age value of 80.43 points. These results indicate “Mikir” pada Perkuliahan Fisika Dasar untuk Men-
that the use of interactive multimedia-based ani- ingkatkan Keterampilan Generik Sains dan Pemeca-
mation can improve the results of study. han Masalah Colon Guru SMK Program Keahlian
Based on the description of the research data, Tata Boga (Dissertation). Sekolah Pascasarjana UPI,
it can be stated that interactive multimedia-based Tidak Diterbitkan.
168
A comparative study of learning interest and creativity between

male and female students
Farihah & B. Sanjaya

Faculty of Engineering, State University of Medan, Medan, Indonesia
ABSTRACT: The purpose of this study is to find out the difference in learning interest and creativity
in handicraft subject between male and female second year students at SMP N 3 Tanjung Pura. The
population is 107, and the sampling technique used is proportional random sampling. The average
outcome for students’ learning interest (Variable X1) is 78, while the average outcome for X2 is 84.86. The
average outcome for male students’ creativity (X1) is 84.25, while that of the female students’ (X2) is 83.22.
From the result of the hypothesis analysis, it is found out that there is no significant difference between X1
and X2, either in terms of learning interest or creativity. It can be observed from the result of the statisti-
cal analysis in which tsum = −0.002870846 for learning interest, and tsum = −0.00039365 for creativity. The
result is interpreted by ttable with 5% significance level as much of 2.038 and 1% significance level as much
as 2.741. Since tsum < ttable, H0 is accepted.
1 INTRODUCTION assesses students in order to assist them in achiev-

ing the learning objectives, while the third scenario
Learning outcomes are the skills possessed by stu- is to jointly assess how well learning objectives are
dents after receiving their learning experience. Fur- achieved. Learning has been discussed by a number
thermore, Sudjana, as quoted by Horwart (2014), of educational psychologists, who propose a diverse
classifies three kinds of teaching and learning definition and elaboration of the term. Learning is a
outcomes: (1) skills and habits, (2) knowledge and common, everyday occurrence. Every man will learn.
guidance, (3) Attitudes and ideals. Mardianto (2009) mentions that: “learning is the
Djaali (2011) asserts the factors that influence absolute requirement to be clever in all things, both
the success in the learning process are as follows: in terms of science as well as in terms of the field of
1) Internal factors (that comes from within your- skill or proficiency.” Creativity is also interpreted as
self): health, intelligence, interest and motivation, a pattern of thought or idea that occurs spontane-
and learning style, and 2) External factors (from ously and imaginatively that reflects the results of sci-
outside), include: family, school, community and entific discoveries and inventions in the mechanical
environment. According to Caroline Munandar creation (Purwanto, 2010). According to Moreno,
(2014), some of the factors that affect the child’s as cited by Daryanto (2010), the important thing in
creativity are gender, socio-economic status, birth creativity is not the invention of something that has
order, family, environment, and intelligence. never been known before, but rather the product of
Overall, a few problems that occur in SMP N 3 creativity it is something new for yourself. Aside from
Tanjung Pura involve the conception that craft sub- some definitions above, Kao, as cited by Ambarjaya
ject is not of importance, and that male students (2012) argues that “we all have a wonderfully creative
see the subject as feminine and thus are meant for ability, and creativity can be taught and learned.” On
females only. Furthermore, students face difficulty in the other hand, Campbell states “creativity is an idea
exploring their creativity to complete practical craft or thought of humans who are innovative, powerful,
tasks despite the previously given demonstration. and understandable.”
Interest is a tendency to pay attention and remem- According to Supriadi (2004), handicraft lesson
ber some activities; activities observed by someone, in junior high school aims for learners to have the
who observes for a considerable amount of time with following skills:
some extent of delight (Slameto, 2010). According to
Muhibbinsyah (2010), interest is high excitement or 1. Ability to develop the knowledge and skills to
desire toward something. While the study according make a wide range of craft products and prod-
to Anderson (2001) distinguishes three scenarios: the uct technologies that are useful for human life.
first scenario is to help students to gain a complete 2. A sense of aesthetics, appreciation of craft prod-
and clear understanding of the purpose of study, the ucts, product technology, and objects from vari-
second scenario is the teacher carries out learning and ous parts of the archipelago as well as the world.
169
3. Ability to identify local potential that can be and creativity between male and female second
developed through the utilization of technology year students in SMP N 3 Tanjung Pura.
and craft activities simple.
4. Have professional and entrepreneurial attitude.
4 CONCLUSION
Standards of competence and basic competence
skills subjects include: Based on the result and discussion, it can be con-
cluded that:
1. Crafts (craft appreciation and craft production),
2. Engineering technology, including its apprecia- 1. Male students’ learning interest with an aver-
tion and work production. age score of 78 is in middle category. Whereas
3. Management technology, including technology female students’ average based on the interval is
of cultivation and appreciation of the work and 84.86, and is also in the middle category.
implementing the technology of cultivation. 2. Male students’ creativity had the average score
4. Processing technologies, including appreciation of 84.25 (middle category). Whereas female
the work of processing technology and applying students’ creativity average score based on the
technology. interval is 83.82, also in the middle category.
3. There is no significant difference or discrep-
ancy in terms of learning interest and creativity
2 METHODOLOGY between male and female students in the school.
The study was conducted at SMP Negeri 3 Tan- In line with the conclusion, some implications
jung Pura in August 2014, in the academic year of the study are as follows:
2014/2015. The population is all second year stu-
1. Learning interest of both male and female
dents of the school (107 students in total). The
students towards crafts subject is in the mid-
sampling technique used is Proportional Random
dle category. Male and female students need to
Sampling. The instruments used for data collection
increase their learning interest towards crafts
are previously tested questionnaires and observa-
subject, because the higher the learning interest,
tion sheets. Steps in data analysis include: prelimi-
the better the results obtained.
nary analysis and hypothesis testing analysis.
2. The creativity of male and female students in
making woven paper is in the middle category.
3 RESULTS AND DISCUSSION They need to improve and explore their creativ-
ity to do better in making woven paper.
From the result of the analysis of students’ learn- 3. That there is no difference or gap in interest and
ing interest, it is found out that female students creativity between male and female students.
have higher level of interest than males. The mean The same result is found in terms of creativity.
of the outcome of the female students amounts
to 84.86 while the average for male students is 78.
REFERENCES
After being interpreted in terms of both 5% signifi-
cance (2.038) and 1% significance, it is found that Arikunto, Suharsimi. 2013. Prosedur penelitian suatu
tsum = −0.002870846, which means tsum is smaller pendekatan praktik. Rineka Cipta, Yogyakarta.
than ttable (−0.002871 < 2.038 and (−0.002871 < ——. 2012. Dasar-dasar evaluasi pendidikan. Bumi
2.741). Thus, Ho is accepted and Ha is rejected, that aksara, Jakarta.
is there is no significant difference between male Daryanto. 2010. Belajar dan mengajar. Yrama Widya:
and female students in terms of learning interest Bandung.
at SMP Negeri 3 Tanjung Pura. The same goes Djaali. 2011. Psikologi pendidikan. Bumi Aksara: Jakarta.
to creativity. The result shows that male students Lorin W. A. 2001. Taxonomy for learning, teaching, and
assessing: a revision of bloom’s taxonomy of educa-
are more creative than females. The mean of male tional objectives. New York: San Fransisco Boston.
students’ learning outcome for creativity is 84.25 Margono. 1990. Keterampilan anyaman bambu dan rotan.
while females only reach an average of 83.22. To CV. Aneka Ilmu: Semarang.
prove the validity of this result, significance test Munandar Utami. 2014. Pengembangan kreativitas anak
was conducted. After being tested against 5% and berbakat. Rineka Cipta: Jakarta.
1% significance tests, the result shows that tsum Purwanto, Ngalim. 2010. Psikologi pendidikan. Rineka
= −0.00039365, which means tsum is smaller than Cipta: Jakarta.
ttable (−0.003937 < 2.038 and (−0.003937 < 2.741). Slameto, Drs. 2010. Belajar dan faktor-faktor yang mem-
Thus, Ho is accepted and Ha is rejected, and we can pengaruhinya. PT. Rineka Cipta: Jakarta.
Nana Sudjana. 2014. Penilaian hasil proses belajar men-
say that there is no significant difference in terms gajar. Remaja Rosdakarya: Bandung.
of creativity between male and female students at ——. 2004. Dasar-dasar proses belajar mengajar. Sinar
SMP Negeri 3 Tanjung Pura. Baru Algesindo Offset: Bandung.
From the results of the study, it can be con- Sugiyono. 2009. Metode penelitian pendidikan (pendeka-
cluded that there is no difference or gap in interest tan kuantitatif, kualitatif, dan r&d). Alfabeta: Bandung.
170
Peer tutoring as a way of improving students’ achievement in the

digital drawing subject
H. Juniati, T. Aryanti & T. Megayanti

Universitas Pendidikan Indonesia, Indonesia
ABSTRACT: Teaching is often teacher-centered, resulting in students’ low level of cognitive,

psychomotoric, and affective achievements, one of which is shown by the low accomplishment of the
mastery criteria. This study investigates the effectiveness of peer tutoring learning model in improving
students’ achievement in the Digital Drawing subject. This is a Classroom Action Research, consisting
of three cycles, each of which includes planning, action, observation, evaluation, and reflection. The
research subjects were 11th grade students of SMK PU Negeri Bandung specializing in Building Technical
Drawing. Employing descriptive statistics, it showed improved learning achievement from the 1st cycle
to the 3rd cycle. This study demonstrates that student-centered learning, combined with active student’s
participation in peer tutoring, effectively improves cognitive, psychomotoric, and affective learning
achievements in Digital Drawing subject. This may be applicable to other subjects as well.
1 INTRODUCTION difficulties efficiently, while allowing the tutors to

strengthen their understanding on the discussed
The Digital Drawing subject at SMK PU Neg- topics. However, assisted students are sometimes
eri Bandung (PU Vocational High School of less serious in learning because they learn with
Bandung) has previously applied the conventional their classmates, some of them may be shy and
teaching method, employing the lecture technique. reluctant to ask questions. Moreover, clever stu-
However, a preliminary research showed that dents are not always able to teach their knowledge
17.65% students had not achieved the minimum to their classmates.
mastery criteria of the psychomotoric aspect and We investigated whether or not peer tutoring
50% students had not achieved that of the cogni- effectively works to improve students’ academic
tive aspect. It also showed that students had low achievement in the Digital Drawing subject. This
level of cognitive, psychomotoric, and affective study was conducted using the AutoCAD two-
achievements. dimensional drawing software. It examines the
A number of studies have proven that peer affective, cognitive, and psychomotoric aspects in
tutoring is an effective way of learning for teens the Digital Drawing subject. The study particu-
(Suherman dkk, 2003). A teacher-centered learn- larly focuses on students’ participation during the
ing, on the contrary, is not effective in increasing peer tutoring process and their individual achieve-
students’ affective, cognitive, and psychomotoric ments in the class. The basic competences that are
achievements. examined in this study include: applying the basic
Effective learning program is indicated from instructions in drawing software (B.C. 3.2), ana-
several achievements, such as the achieved instruc- lyzing the instruction to modify drawings using
tional objectives, students’ active participation in drawing software (B.C. 3.3), and applying drawing
the class, and the availability of facilities to sup- supporting facilities in the software (B.C. 3.4), and
port learning process (Firman, 1987). Peer tutor- modifying drawings using the software efficiently
ing an effective learning method, in which leading (B.C. 4.3).
students can assist their classmates to grapple with
course materials. Peer tutoring method is advanta-
geous because it helps to diminish students’ fear 2 RESEARCH METHOD
and reluctance due to their variety of age, social
status, and background, it helps those who serve This study employed Classroom Action Research, in
as tutors to their classmates to attain more self- accordance with Kemmis and McTaggart’s model.
confidence, and it helps students to overcome their It contains planning, action, observation, and
171
reflection (Kusumah and Dwitagama 2011:20). the tutor supervision. In the first session, students
Research was conducted in the 11th grade of SMK learned about how to draw a roof plan and truss
PU Negeri Bandung, specializing in Building Drawing details; in the second session, they presented their
Technique. The class consisted of 34 students. Data works. During this cycle, students worked bet-
was collected using participant observation to look at ter with their tutors and had their confidence to
the learning process and students’ participation in the present their works.
process; written essay exam to assess students’ cogni-
tive ability; and practical assignment guided by job
3.2 The affective learning achievement
sheets to assess students’ psychomotoric skills.
The data on the learning process that was The affective learning aspect was focused on stu-
obtained from observations was analyzed using dents’ participation in the class. This aspect was
Guttman scale, while data on students’ affective identified through participation, asking questions,
skills obtained from observations was analyzed answering questions, presentation, and giving
using Likert scale. The results of the exams were opinions. The research shows that students’ affec-
analyzed using simple statistics, consisting of aver- tive learning achievement increased on all catego-
age, modus, median, standard deviation, frequency ries (Figure 1).
distribution, and the increase of learning achieve- In affective domain, students’ achievement
ment. Effectivity of the learning method was increases. Their active participation increases from
assessed using average difference significance test. 80% in the 1st cycle to 83% in the 2nd cycle, and
91% in the 3rd cycle.
3 RESULTS AND DISCUSSIONS
3.3 The cognitive learning achievement
3.1 Description of the classroom action research
The cognitive learning aspect was assessed from
The research consisted of three cycles, each of which students’ mastery in using basic operations, modi-
involves action planning, action, observation and fication operation, supporting facilities, and their
evaluation, and reflection. Each cycle was conducted understanding of the given job sheet. The result
during two class sessions, each of which comprised shows that the number of students who had not
3 × 35 minutes, taking place in the school’s computer achieved the minimum mastery criteria decreased
lab. Every session was begun with a short opening significantly during the research and none of them
and introduction, the core lesson, and closing. was under the minimum mastery criteria after the
The first session of the first cycle focused on research was done (Figure 2). Their mastery crite-
drawing a single-floor house plan drawing, while ria in the cognitive domain increases from 82% in
the second session focused on the shop drawing the 1st cycle to 94% in the 2nd cycle, and 100% in
presentation in front of the class. In this cycle, stu- the 3rd cycle.
dents had begun working in groups but it did not
work quite well. Some students did not focus on
3.4 The psychomotoric learning achievement
their assignment and instead conversed with their
classmates. The assigned tutors did not do their The psychomotoric aspect include the mastery
job to transfer their knowledge and teach their of the software, the length of work time, drawing
group as well. Students had not demonstrated completeness, and drawing consistence. The
active participation in either individually or as a research result shows that the number of students
group. During class presentations, some students
were still dominant, while the others were quiet.
The second cycle was planned based on the eval- Students' Affective Achievement Pe rcentage
uation of the first cycle. We also revised the learn- 100,0
ing plan, the grouping, and supervised the tutors. 90,0
OIP
The first session focused on drawing roof plan and
70P
truss details, while the second session was the pres- 00,0
entation of the drawings. Although the learning 50,0
atmosphere was better than that of the first cycle, ...o

lO,O
it was not well enough. Some students did not con-
20,0
centrate on their job and still conversed with others 10,0
during class. Students also had not grappled with 0,0
the subject so that they lacked confidence during AFFECTIVE CATEGORIES
the class presentation.

The third cycle plan was set based on the evalu-
ation of the second cycle to include the revision
of the learning plan and the grouping as well as Figure 1. Student’s affective achievement percentage.
172
Students' Achievement of The Cosnitive Mastery Criteria tutoring to improve students’ active participation
in the class.
HXl,OO A similar result is found in the cognitive and
90,00
00,00 psychomotoric domains. Students’ cognitive and
70,00
W,OO
psychomotoric achievements in learning using
50,00 peer tutoring significantly increases, based on the
00,00
30,00
0,00 probability, which is smaller than 0,05.
20,00
10,00
0,00
PRE-TEST POST-TEST I POST·Tmll POST-TEST Ill
3.6 Discussions
The increase of teacher’s skill to manage the class
and students’ active participation in the class result
Figure 2. Student’s achievement of the cognitive mas- in the increase of students’ learning achievement.
tery criteria. This is indicated by the rise of students’ average
achievement in cognitive aspect, which increases
from 3.18 (in scale 4) in cycle 1, to 3.28 in cycle 2, and
Students' Achievement of The Psychomotoric Mastery Criteria
3.43 in cycle 3. The percentage of students’ cognitive
100,00
mastery also rose from 82% in cycle 1 to 94% in cycle
90,00
80,00
2 and 100% in cycle 3. Students’ psychomotoric
70,00
80,00
achievement average increased from 3.44 (in scale 4)
50,00 in cycle 1 to 3.45 in cycle 2, and 3.54 in cycle 3. Their
40,00
30,00 mastery rose from 91% in cycle 1 to 91% in cycle
2~00
10,00 2 and 100% in cycle 3. In the third cycle, students
0,00
PRE-TEST POST-TEST I POST-TEST U POST-TEST lit
showed active participation in the learning process.
• SUCCESS • UNSUCCESS
They asked questions to their presenting classmates,
answered questions, and gave their opinions in the
class discussions. They also demonstrated more con-
Figure 3. Students’ achievement of the psychomotoric
mastery criteria.
fidence when presenting their group assignment.
The fact that the result of cycle 3, in which
tutors are requested to select their own group-
who had not achieved the minimum mastery cri- mates, are better than cycle 2 and cycle 1 show to
teria decreased considerably from the first to the us how important are personal and social relation-
third cycles and none of them was under the mini- ships in learning (Woolfolk, 2007).
mum mastery criteria when the research was com-
pleted (Figure 3).
Students’ achievement of the psychomotoric 4 CONCLUSION
criteria increases from 91% in the 1st cycle to 97%
in the 2nd cycle, and 100% in the 3rd cycle. The Classroom Action Research to apply peer
tutoring in Digital Drawing subject was conducted
through three cycles. The third cycle employed a stu-
3.5 The learning achievement average difference
dent-centered learning, in which tutors were to select
The significance test employed the significance their own groupmates and tutors were responsible for
rate at 95% (α = 0.05). There are significant aver- teaching them. In so doing, students might find their
age differences in the results of the affective aspect best way of learning and improving their achieve-
observation, except for the first and the second ments with their peer. This research proved that peer
cycles. The cognitive average difference is shown by tutoring, which is student-centered designed, effec-
the 0.00 probability (which is smaller than 0.05). tively improves student’s learning achievements in
This means that students achieved significant aver- cognitive, affective, and psychomotoric aspects.
age increasement in each cycle. The psychomotoric
achievement difference demonstrates significant
increasing average, except for the first and the sec- REFERENCES
ond cycles.
The paired samples test shows that the aver- Firman, H. 1987. Ilmu dan Aplikasi Pendidikan. Bandung:
Penerbit ITB.
age score of students’ affective achievement using Kusumah, W. & Dwitagama. 2011. Mengenal Penelitian
peer tutoring is different significantly from that Tindakan Kelas Edisi Kedua. Jakarta: PT. Indeks.
of learning without peer tutoring. This can be Suherman, E. dkk. 2003. Strategi Pembelajaran Matema-
seen in the 0,00 probability, which is smaller than tika Kontemporer. Bandung: UPI.
0,05. This means that the score increases signifi- Woolfolk, A. 2007. Educational Psychology. USA:
cantly. This demonstrates the effectiveness of peer Pearson Education.Inc.
173
The effectiveness of web-based interactive blended learning model in

programming language courses
H. Effendi & Y. Hendriyani

Universitas Negeri Padang, Padang, West Sumatera, Indonesia
ABSTRACT: This research aims to test the effectiveness of the Web-Based Interactive Blended
Learning (WBIBL) model in improving learning outcome in term of cognitive aspect in Programming
Language Course. The research was a quantitative experimental model using one group pretest-posttest
design which was conducted in Diploma 4 students in Electrical Engineering Department, Universitas
Negeri Padang. Data collected by giving a pretest to a group known as the experimental class. Then treat-
ment is given by applying the WBIBL model in teaching and learning, then given a posttest at the end of
the lesson. The results of the study in terms of the cognitive aspects indicate that the learning outcomes
of the students increased by 0.55 or 55%, where the average of pretest and posttest are 28.80% and 83.40%
respectively. The results of this study indicate that the application of the WBIBL model on Programming
Language courses could enhance the effectiveness of learning in terms of cognitive aspects.
1 INTRODUCTION based learning. In terms of interaction, there are

four components of interaction, namely: (a) the
The use of e-learning is viewed as one of the alter- learners-instructor interaction; (b) the learners-
natives that might be used to overcome the limi- teaching materials interaction; (c) the learners-
tations that exist in the available resources. The learners interaction, and (d) the learners-interface
use of ICT might improve rapidly especially in interaction (Jonassen, 1996:407).
universities because technology has been consid- Some people argue that the use of ICT for the
ered as a way of improving learning access to the learning process has caused the occurrence of
information source as well as a way of decreasing social isolation due to the decrease in the interac-
educational cost (Naidu, 2006, p.2). However, the tion both between the students and the lecturers
use of e-learning in the learning process in univer- and among the students themselves in the class-
sities is not as easy as flipping our hands, because room. In order to overcome the problem, the
e-learning demands multiple prerequisites that researchers would like to use a blended learning
might be hard to accomplish. model whose characteristics is being interactive.
Since the publication of the regulations, both at Blended learning or hybrid courses is teaching and
the level of Educational Minister and Directorate learning process which combine the best of face-
General of Higher Education, which regulate the to-face and online learning (Garrison & Vaughan,
implementation of distance learning, the Faculty 2008:4). It is believed that the combination of two
of Engineering, Universitas Negeri Padang has learning methods (in this case, face-to-face and
expanded e-learning. Specifically, it has prepared a online) will make the learning process more effec-
sufficient web-based learning system. Through the tive (Aggarwal, 2003, p.399).
assistance of Islamic Development Bank, Univer- There are three models used in blended learning:
sitas Negeri Padang has implemented the training the supplemental, the replacement, and the empo-
programs for lecturers. The university serves as the rium model (Caraivan, 2011: 4–5). Firstly, the
designer of the e-learning training program so that supplemental model is based on the structure of
the lecturers will have sufficient competencies for traditional courses and uses technology resources
benefitting all of the available information and com- to supplement traditional lectures. Secondly, the
munication technologies as their teaching media. replacement model replaces some of the face-to-
The students and lecturers, for years, have been face classroom meetings with online, interactive
accustomed to face-to-face learning model. In activities. Thirdly, the emporium model renounces
e-learning model, the interaction in terms of stu- to all face-to-face meetings, which are replaced
dents’ control toward the learning process, is very with learning platforms or learning portals.
limited. Interaction and interactivity are important One of the blended learning models that has
things to consider in developing a technology- been developed is Web-Based Interactive Blended
175
Learning (WBIBL) Model. The model refers to the What is the effectiveness of the Web-Based Interac-
appropriate learning theory and learning method. tive Blended Learning (WBIBL) model in improv-
Then, the term interactive refers to the fact that ing the learning achievement on Programming
the learning will focus on the students (student- Language Course? Therefore, the objective of the
centered learning) and will be fully controlled by study is to test the effectiveness of WBIBL model
the students (student-controlled learning). The in improving the learning achievement of the stu-
model also has complete learning components and dents on Programming Language Course.
considers the students’ needs and learning styles
(Effendi, 2015, pp. 16–17). The model emphasizes
2 METHOD
the aspect of interaction between the students
and learning materials, between the students and
2.1 Research type
lecturers, and among the students themselves.
The interaction between the students and learn- The study was quasi-experimental with one
ing materials is designed by using the component group pre-test and post-test design. The design
display theory that is proposed by Merrill (1981). is categorized in the study group pre-experiment.
Meanwhile, the interaction between the students Pre-experimental study has no control group
and lecturers is designed by using the facility of for comparison with the experimental group
direct and indirect discussions, which is provided (Creswell, 2014: 238). It is used to determine if the
by the model-based online learning system. As a WBIBL model qualify as an effective model for
result, the blended-learning model is based on the Programming Language subject. The study might
combination of constructivism paradigm, interac- be described as follows:
tivity principles, and learning styles, which are the
aspects given attention in the WBIBL model. O1 × O2 (1)
The model has been used for teaching and learn-
ing process in Electrical Machineries subjects and Note:
it has been proved that the model was effective for O1 = Pre-test
used in teaching and learning process in the sub- O2 = Post-test
ject. At this advanced research, the model is used X = Experiment
for the effectiveness on other subjects, which is
Programming Language subject. 2.2 Time and location of the research
Programming Language course is a basic course
which is very important in supporting other sub- This study was conducted in the semester July-
jects. If the student has a good competence in this December 2015 at Electrical Engineering study
subject then this expertise can be used to solve engi- programs.
neering problems that exist with using a computer.
In fact, this course is considered as a separate subject 2.3 Research subject
and is not used to solve various problems for other
The subjects in the study were a learning group
subjects. At some Study Programs, this course is not
that consisted of 50 students who took the Pro-
taught in the first semester, but in the final semes-
gramming Language subject at the Electrical Engi-
ter. Another problem is the lack of time given in the
neering Department, Universitas Negeri Padang.
curriculum to achieve the learning competencies.
Especially if the method used is teacher-centered.
It is therefore necessary to find in order to get stu- 2.4 Instrument of data collecting
dents active in learning (student-centered learning) The data which were gathered in the study were the
with sufficient guidance from the lecturers. scores of the pre-test and post-test in the program-
WBIBL Model, which is an interactive learn- ming language subject. The data were gathered by
ing model that combine the face-to-face learning means of a learning achievement test which had
in the classroom and e-learning, may be suitable been initialized by designing the test guidelines.
for use in learning Programming Language course. The test guidelines included five topics, namely:
On face-to-face learning in classroom, lecturer (a) introduction of algorithm; (b) flowchart and
and students can discuss problems encountered pseudo code; (c) introduction of programming
in learning on particular subject and may be fol- language; (d) the structure of input and output;
lowed by a discussion anywhere and anytime via and (e) control flow.
e-learning between students and other students
and between lecturer and students. So that stu-
2.5 Data analysis technique
dents have enough time in learning and competen-
cies expected in this course can be achieved. In data analysis technique, the following techniques
Based on the background of the study, the were employed: (1) point-biserial correlation
problem in the study can be formulated as follows: analysis for item validity whose item score is
176
dichotomy (1 or 0); (2) reliabilitas analysis using around 83.4% of the learning objectives. In gen-
KR-20; and (3) t-test for testing the effectiveness eral, the increase from the pre-test results to the
of the WBIBL model by comparing the results of post-test results was 54.6%. The difference between
the pre-test and post-test. the pre-test scores and post-test scores quite high
The instrument quality were tested through qual- and the value of the two tests differ significantly.
ity test items. The quality of test items tested with
point-biserial correlation analysis. The analysis is
3.2 Discussions
used followed the opinion proposed by Mardapi
which stated that if the score would be performed Within the study, the WBIBL model was imple-
under dichotomous manner (1 for correct answers, mented by combining face-to-face and online
0 for incorrect answers) then the implemented cor- learning. The online learning using moodle plat-
relation technique would be point-biserial (Mar- form was used as suplement of learning. Students
dapi, 2004, p.27). The result of the analysis showed could study the learning materials at home and
that 21 out of 25 items were good. There are four discusss them with lecturer and other students by
questions (items number 10, 11, 19, and 20) were using forum discussion that available online. The
not good. Internal reliability test is also used to effectiveness of the WBIBLM was 83.4%. This
ensure that all questions measure the same thing. indicates that the WBIBL model might be used as
The internal reliability test was 0.831 (KR-20). an alternative for the face-to-face lectures.
These results suggest that the validity and the reli- Despite the effectiveness, other limitations of
ability of the test has been good. the study on the model might not also be avoided.
One of the limitation is there was not any control
group and this situation had been the consequence
3 RESULTS AND DISCUSSION of implementing the one-group pre-test and post-
test design. The researchers did not have any other
3.1 Findings choice because there was only one learning group
in the Programmming Language subject.
The experiment was conducted to a learning group
In connection with the application of WBIBL
that consisted of 50 students. The learning materi-
model, it is rather difficult to motivate students to be
als of Programming Language subject that became
active in online discussions. This is because students
the example of the experiment consisted of eight
are not familiar with this kind of learning model.
sessions. The teaching and learning processes were
There are still many questions that appear on face-
conducted in the face-to-face learning manner and
to-face lectures, whereas e-learning has provided a
through e-learning activities.
forum that can be used to discuss the issue of learn-
The initial meeting was used for explaining every
ing that can be used anytime and anywhere during the
single aspect that was related to the e-learning and
lectures. So that lecturers need to find a way to make
for administering the pre-test. In addition, the
students want to actively discuss through elearning.
researchers also motivated the students to imple-
Furthermore, with regard to the validity of the
ment the Web-Based Interactive Blended Learning
analysis items, it turns out there are four items that
(WBIBL) model. Sessions two to seven were used
are not valid, namely, the question numbers 10, 11,
for having a class discussion regarding the learning
19, and 20. All of these questions asks a case study
materials that the students had not mastered. Ses-
of a program code. Most students are not able to
sion eight is used for post-test.
answer this question. If anyone can answer this
The effectiveness test for the WBIBL Model
question, perhaps they answered randomly. It can
was implemented by comparing the scores of the
be seen as it turns out this issue was answered very
pre-test and the post-test. The scores of learning
well by the less intelligent students, while students
achievement in the experiment are shown in Table 1.
who are good otherwise. Having explored further,
In the experiment, it was found that the learn-
from the recognition of students, it turns out they
ing by means of the WBIBL model had achieved
are really do not understand the questions and
answer them randomly. So as to further learning,
Table 1. The effectiveness of WBIBL model in pro- it is necessary to use methods that are able to solve
gramming language course. problems like this. Perhaps one of the active learn-
ing that is adopted is problem-based learning.
Score (%)
Test Deviation
period Max Min Mean standard Note 4 CONCLUSION
Pre-test 44 16 28.8 1.74 P<
Post-test 100 44 83.4 3.75 0.05 The effectiveness of the Web-Based Interactive
Increase 76 20 54.6 – Blended Learning (WBIBL) model was tested by
comparing the pre-test and post-test scores. From
177
the experiment, the average pre-test score was Caraivan, L. 2011. Blended learning: from concept to
28.8 and the average post-test score was 83.4. The implementation. Euromentor Journal 2(4).
increase in the average score was significant at alpha Effendi, H. 2015. Model blended learning interaktif ber-
0.05. Such result is quite significant; the study on the basis web mata kuliah mesin-mesin listrik di Fakul-
tas Teknik Universitas Negeri Padang. Dissertation,
model has concluded that WBIBL model might be unpublished. Yogyakarta Sate University.
used as an alternative for the face-to-face lectures. Garrison, D.R. & Vaughan, N.D. 2008. Blended learning
The development of WBIBL model might be in higher education: framework, principles, and guide-
continued by creating a stronger design. Probably, lines. San Fransisco: John Willey & Sons.
future researchers might use control groups, more Jonassen, D.H. (ed.). 1996. Handbook of research for
subjects, longer period and more comparisons educational and communication and technology.
between face-to-face learning and e-learning to pro- Macmillan library reference.
duce a more effective and reliable WBIBL model. Mardapi, D. 2004. Penyusunan tes hasil belajar.
In connection with the implementation of the Yogyakarta: Program Pascasarjana Universitas Neg-
eri Yogyakarta.
WBIBL model in the Programming Language Mendikbud, Peraturan Menteri Pendidikan dan Kebu-
course, maybe it is necessary to add a Problem dayaan No. 24 Tahun 2012 tentang Penyelengga-
Based Learning method into the model so that the raan Pendidikan Jarak Jauh pada Pendidikan Tinggi.
student can solve a variety of problems according Jakarta.
to their field of learning. So that the learning proc- Merrill, M.D. 1981. Component display theory. New Jer-
ess can be more effective and all the competencies sey: Educational Technology Publication Englewood
expected in this course can be achieved. Cliffs.
Naidu, S. 2006. Elearning: a guide book of princi-
ples, procedures, and practice. New Delhi: Creative
REFERENCES Workshop.
Pemerintah Republik Indonesia, Undang-Undang Repub-
Aggarwal, A.K. 2003. Web-based education: learning lik Indonesia No.12 Tahun 2012 tentang Pendidikan
from experience. University of Baltimore. Tinggi. Jakarta, 2012.
178
The influence of the vocational learning process on the acquisition of

employability skills attributes mediated by performance assessment
I.M. Suarta
Bali State Polytechnic, Bali, Indonesia
ABSTRACT: The main purpose of the study was to assess the acquisition of employability skills
attributes, and to predict the effects of the vocational learning process on these when mediated by the
implementation of performance assessment. The research was conducted using research and development
approaches. The learning innovation product testing was conducted using classroom action research.
A total of 77 students participated in the study. The data was analyzed using structural equation modeling.
The overall, mean level acquisition of employability skills attributes by students was 3.866. Students had
high mean scores in team work and independent skills. The direct effects of the vocational learning process
on the acquisition of employability skills attribute is not significant. However, the vocational learning
process has a significant indirect effect on the acquisition of employability skills attributes when mediated
by performance assessment. The study recommends the implementation of performance assessment in
the vocational learning process for assessing the acquisition of employability skills attributes by students.
1 INTRODUCTION goal, student involvement and activity, relevant

context and student responsibility and autonomy
Highly skilled graduates need to develop skills that (Cassidy, 2006). Innovations in vocational cur-
will enable them to face the challenges of increased ricula, such as learning method and strategies, and
competition in both local and global markets. In assessment method are needed for the develop-
the 21st century, the employer not only requires ment of employability skills. Some studies indicate
graduates with a high knowledge qualification, but that a learning method that is (1) learner-centered,
that they also have a number of attributes known (2) work-centered, and (3) attribute-focused can
as employability skills (Archer et al., 2008; Saun- improve the quality of the process and learning out-
ders & Zuzel, 2010; European Commission, 2010). comes, including the acquisition of employability
Employability skills emphasize the need for gradu- skills by students (Martin et al., 2008). Klotz et al.
ates to create their own profile so as to prepare (2014) stated vocational learning comprises more
them for today’s highly competitive marketplace than factual knowledge and procedures; the devel-
for graduate jobs, for example, the ability to work opment of a vocational identity is a key aspect and
effectively with others, communication skills, self- outcome of vocational education provisions and is
management and problem-solving (Archer et al., assumed to play an integral role in how students
2008; Maxwell, et al., 2009). Employability skills— learn and perform.
also variously referred to as non-technical, profes- The measurement of a student’s knowledge is
sional, key, core or generic skills—are considered objective as it is about facts, but measuring a stu-
vital in enabling graduates to apply disciplinary dent’s skills and ability to apply knowledge is sub-
knowledge effectively in the workplace (AAGE, jective. The problem of measuring employability
2011). Therefore, vocational education graduates skills is one of the key obstacles in assessing their
need to be given more opportunities to develop supply. Theory education goals state that assess-
employability skills attributes besides technical skills. ment should focus on the achievement of authen-
The development of the employability skills of tic learning outcomes (Cumming & Maxwell,
students has become the main concern of higher 1999). Based on this theory, authentic assessment
vocational education—including polytechnic can be used to measure the student’s acquisi-
education in Indonesia. There are many factors tion of employability skills. Gulikers et al. (2004)
reported in the literature that might contribute to define authentic assessment as: “An assessment
the successful teaching of employability skills. These requiring students to use the same competencies,
include instructional method, teacher attributes, the or combinations of knowledge, skills, and attitudes
inclusion of skill acquisition as an explicit learning that they need to apply in the criterion situation
179
in professional life”. The strength of authentic The following three hypotheses are proposed:
assessment is that inferences about student com- H1. Vocational learning process have a positive
petency are made from performances of a kind effect on the students’ acquisition of
similar to the performance for which the students employability skills attributes.
are being educated. The authentic assessment is H2. Vocational learning process have a positive
also called performance assessment or alternative effect on the performance assessment.
assessment. H3. Performance assessments have a positive effect
Theoretically, authentic assessment follows the on the students’ acquisition of employability
constructivist paradigm of teaching and learning. skills attributes.
In constructivism, the learner as a whole person
is the focus. Many types of authentic assessment This paper is part of the development of an
practices are reported in the literature, such as port- employability skills learning model, conducted
folios, student logs, and peer- and self-assessment using research and development approaches.
(Mintah, 2003). Student peer- and self-assessment Learning product testing was conducted using
are examples of educational practice that are likely classroom action research. The ‘objects’ being
to contribute positively toward the development of tested were accounting students from the Bali State
employability skills (Cassidy, 2006). Some research- Polytechnic who were studying courses in Applied
ers have indicated self-assessment can be defined as Computer 3. A total of 77 students participated in
students judging their own work, based on evidence the study. The research subjects are the vocational
and explicit criteria, for the purpose of improving learning process, the performance assessment, and
future performance (McMillan & Hearn, 2008), the acquisition of occupational skills attributes.
and it has been identified as a key factor in the The acquisition of employability skills attributes
effective assessment of learning (Joyce et al., 2009). observation of learning activities in the computer lab.
The difficulty lies in measuring the acquisition The employability skills attributes were adapted
of employability skills and there is a gap between from research conducted by Suarta (2010). The
what is required of students in assessment tasks response choices used to assess the level of acqui-
and what occurs in the world of work, the back- sition of employability skills attributes are: 1 = not
ground of this study. In this study, we used competent, student cannot perform this skill;
self-assessment—as a type of performance assess- 2 = partly competent, student can perform parts of
ment—to measure students’ acquisition employ- this skill, but requires considerable assistance and/or
ability skills attribute. The main purpose of the supervision; 3 = sufficiently competent, student can
study was to assess the acquisition of employ- perform this skill, but requires some assistance and/
ability skills attributes by higher vocational edu- or supervision; 4 = highly competent, student can
cation students. This study also aimed to predict perform this skill satisfactorily without assistance or
the effects of the vocational learning process on supervision; and 5 = completely competent, student
the acquisition of employability skills attributes can perform this skill without supervision and with
mediated by performance assessment. initiative and adaptability to problem situations.
Measurement of the acquisition of employability
skills attributes was done by student self-assessment.
2 RESEARCH METHOD The students’ responses for the vocational learn-
ing process and performance assessment perception
In this study, authors assumed the performance were measured using a questionnaire developed
assessment to be a mediating factor between the and adapted from previous studies (Chappell, 2003;
vocational learning process and the acquisition of Gulikers et al., 2004; Fisher et al., 2005). A five-point
employability skills attributes. The research model Likert scale from 1 (strongly disagree) to 5 (strongly
is shown in Figure 1. agree) was used to assess students’ response.
The validity of the instrument was tested
using the Pearson product moment correlation
coefficient with α = 5%. The employability skills
Vocational Employability consist of seven attributes, with the coefficient
Learning Skills Pearson product moment correlation varying from
Process Acquisition 0.524–0.707, and the value of reliability (Cron-
bach’s Alpha) at 0.757. The construct of the voca-
tional learning process consists of seven observed
variables, with the coefficient Pearson product
moment correlation varying from 0.440–0.634,
and the value of reliability (Cronbach’s Alpha) at
Figure 1. Research hypothetical model. 0.581. The perceptions of performance assessment
180
consisted of six questions, with the coefficient employed for this purpose. There are two variables
Pearson product moment correlation varying from in the construct of the vocational learning process
0.520–0.702, and Cronbach’s Alpha at 0.700. that are not significant, which are implementation
Data analysis included confirmatory factor anal- strategies that require students’ active participa-
ysis and structural equation modeling, carried out tion (Voc_LP3), with loading factor (λ) = 0.327
with the SmartPLS 3 program. Confirmatory fac- (p = 0.196), and providing feedback on the learning
tor analysis was intended to confirm whether the process (Voc_LP6), with loading factor (λ) = 0.217
observed variables are measure of constructs vari- (p = 0.407). Figure 2 illustrates the structural rela-
ables. The criteria used is factor loading (λ) ≥ 0.50 tionships between the study variables. Evaluation
with a significance level of 5%, Construct Reliabil- of the relationship between latent variables is done
ity (CR) ≥ 0.60, and Average Variance Extracted by using the path coefficient (γ or β) and t-value at
(AVE) ≥ 0.50 (Hair et al., 2006). The structural a significance level of 5%. The path coefficient and
model describes the linear relationship between t-value of the relationships exist as hypothesized
the vocational learning process and the perform- (previously summarized) in Table 2.
ance assessment; the vocational learning process A structural model with a hypothesized medi-
and the employability skills acquisition, and the ating effect can produce direct and indirect effect.
performance assessment and employability skills Direct effects are the relationship linking the voca-
acquisition. Evaluation of the relationship between tional learning process construct with the acquisi-
variables is done by using the path coefficient tion of employability skills attribute construct.
(γ or β) and t-value with a significance level 5%. Indirect effects are those relationships that involve a
sequence of relationships with performance assess-
ment as an intervening construct. Table 3 shows the
direct, indirect and total effect among variables.
3.1 Students’ perception of employability skills
acquisition 3.3 Discussion
Table 1 shows students’ perception of employability The acquisition of employability skills attributes
skills acquisition. The overall, mean level acquisi- by accounting vocational students is moderately
tion of employability skills attributes by students high. This is similar to findings reported by Omar
was 3.866 (SD = 0.690). Students had high mean et al. (2012) and Dania et al. (2014). The study
scores in only two aspects: team work skills conducted by Omar et al. (2012) showed the over-
(M = 4.182, SD = 0.575) and independent skills all mean of employability skills among commu-
(M = 4.078, SD = 0.504). The other five attributes nity college students was 3.63. Other research by
of employability skills were moderate: written Dania et al. (2014) showed that the overall mean of
communication skills (M = 3.935, SD = 0.589), vocational secondary students’ employability skills
self-evaluation skills (M = 3.883, SD = 0.702), was 3.81. Based on these studies, we can say that
self-management skills (M = 3.818, SD = 0.833), the employability skills of the accounting voca-
analyzing skills (M = 3.597, SD = 0.707) and tional students at the Bali State Polytechnic were
problem-solving skills (M = 3.571, SD = 0.633). moderate. Students had high mean scores in two
attributes, namely: team work skills and independ-
ent skills. Both of these skills are employability
3.2 Analysis of the structural model
skills attributes that are needed in the workforce
A structural equation modeling technique was used (Saunders & Zuzel, 2010; European Commission,
to test the model. The SmartPLS 3 program was 2010).
Table 1. Students’ perception of employability skills acquisition.
Rank Variable Employability skills attributes Mean SD
1 S_Att6 Team work skills 4.182 .575

2 S_Att5 Independent skills 4.078 .504
3 S_Att3 Written communication skills 3.935 .589
4 S_Att7 Self-evaluation skills 3.883 .702
5 S_Att4 Self-management skills 3.818 .833
6 S_Att1 Analyzing skills 3.597 .707
7 S_Att2 Problem-solving skills 3.571 .633
Overall 3.866 .690
181
~~-----0. 104 - - -...:
0331 o.
o. 99 0.6 0.591 0 600 0.632 0.759
P_Assl
Figure 2. Analysis of structural equation model.
Table 2. Evaluation of path coefficient.
Path Path coefficient T-statistic P-value
Vocational Learning Process → Skills Attribute Acquisition 0.104ns 0.796 0.426

Vocational Learning Process → Performance Assessment 0.331** 2.173 0.030
Performance Assessment → Skills Attribute Acquisition 0.553** 6.034 0.000
Table 3. Direct effect, indirect effect, and total effect.
Path Direct effect Indirect effect Total effect
Vocational Learning Process

→ Skills Attribute Acquisition 0.104 (0.426)ns 0.183 (0.045)** 0.287 (0.043)**
→ Performance Assessment 0.331 (0.030)** — 0.331 (0.030)**
Performance Assessment
→ Skills Attribute Acquisition 0.553 (0.000)** — 0.553 (0.000)**
– Digits in brackets indicate P values.

– ** = significant at 5%.
The results of the structural model are discussed achievements of the learner and thus do not relate
as follows: Hypothesis 1 stated that the vocational to the perspective of the teacher or of the teaching
learning process has a positive effect on students’ process as such. One approach in the vocational
acquisition of employability skills attributes. The learning process is the student center. The use of
direct path of vocational learning process to acqui- learning outcomes is identified as being the second
sition of employability skills attributes is not sig- parameter of student-centered learning.
nificant. This means that the vocational learning Hypotheses 2 and 3 postulate that the voca-
process does not have a direct effect on the acqui- tional learning process will have a positive effect on
sition of employability skills attributes. These the performance assessment, and the performance
findings are in line with Attard et al. (2010, p. 12) assessment will have a positive effect on the stu-
which states that learning outcomes refer to the dents’ acquisition of employability skills attributes.
182
The direct path of the vocational learning process process had a significant indirect effect on the
to performance assessment is significant. It means acquisition of employability skills attributes, which
that the vocational learning process has a positive was mediated by the performance assessment; thus
direct effect on performance assessment. Moreover, the latter becomes a very important factor in medi-
the direct path of performance assessment to stu- ating the learning process in vocational education.
dents’ acquisition of employability skills attributes The teacher’s role is very important in promoting
is significant. It means that performance assess- the meaningful assessment of vocational learning
ment has a positive direct effect on the acquisition processes. The study recommends the implementa-
of employability skills attributes. The role of the tion of performance assessments in the vocational
teacher in the vocational learning includes creat- learning process for assessing students’ acquisition
ing a trusting classroom culture which promotes employability skills attributes.
meaningful assessment of the learning process.
This finding reinforces the assumption that the
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184
Integration model of employability skills in vocational education

to support competitive industry
I. Hanafi, M. Ma’sum & R. Febriana

Universitas Negeri Jakarta, Indonesia
ABSTRACT: The purpose of this research is to find an implementation model of integration of

employability skills into vocational education, especially the three aspects of the most dominant
skills which graduates of vocational education must have, namely, those needed by industry such as
personal qualities, and basic and interpersonal skills. The research method used was the Research and
Development model with analysis, design, development, implementation, and evaluation phases. The
results showed that the conceptual model of integration of employability skills into vocational education
to build attitudes and behaviors of learners must be comprehensively implemented by using an approach
of Action-Oriented Learning (AOL), through learning in the classroom, and practice in the laboratory
or workshop. In addition, practice in the industry is controlled through debriefing and the common
perception of teaching staff in relation to the aspects and assessment of employability skills, and managed
jointly between educational institutions and industry.
1 INTRODUCTION industry and to improve economy in society. In

addition, vocational education should enhance its
Vocational education has specific characteristics role to prepare graduates in the knowledge, skills,
that are oriented toward preparing students for and personality which fit the expectations of the
working as technicians in certain fields. Voca- world of work. Many industries have complained
tional education cannot be separated from the that the knowledge, skills and attitudes of gradu-
world of work as it is a chain that should not be ates are still far removed from the needs of indus-
disconnected. The world of work and vocational try; even graduates of vocational education were
education can be viewed as two sides of a coin; not considered ready for work, because of the
they should be developed by taking into account demanding attitudes and behavior of employees.
what the working world needs in order to meet Vocational education should provide adequate
the demands of the labor market. Vocational edu- provisions for graduates to enter into the world of
cation cannot be closed to developments in the work through various strategies, both in the class-
working world because the demands of knowledge room and practice in workshops. Graduates of
and work skills are dynamically changing. Thus, vocational education should have sufficient com-
the working world should always be observed as petence in accordance with the demands of the
a reference for developing vocational education in work environment. However, these graduates will
an effort to maintain the sustainability that has a continue to find it difficult to perform in the work-
direct impact on the demands of the knowledge, ing world if educational institutions do not antici-
attitudes and skills of graduates. pate the changes and demands therein and do
A nation’s competitiveness depends on the not equip the graduates with the mental attitude
knowledge, skills, and work ethic of its work- needed to face job competition. The characteristics
force. A knowledgeable workforce which has been of the work climate are changing rapidly because
well-trained and is highly skilled, would be able of the development of technology. Therefore,
to increase the added value of products derived the workforce is not only required to understand
through improved productivity, cost production and perform their jobs well in their chosen fields
efficiency, and a high quality of production. Voca- of work, but they should also have employability
tional education thus makes a big contribution to skills in order to sustain jobs and improve the qual-
the improvement of the economy’s competitive- ity of production and competitiveness.
ness. Wilkins (2001) stated that the paradigm of The employability skills demanded by the world
vocational education is the improvement of the of work should be used as an umbrella for voca-
economy to support the modernization of the tional education institutions in the planning and
185
implementation of the curriculum, as well as an the attitude and behavior of students in vocational
effort to improve and sustain the quality of gradu- education. All aspects should be an inherent part
ates. The demand for skilled workers should be in the learning process to prepare graduates to
taken seriously; it is the feedback that gives a cor- not only be competent in a certain job, but also
rection in the right direction for the development to have the attitude and behavior required to meet
of vocational education, especially with regard to the demands of the world of work. Implementa-
the demands of employability skills. This study tion aspects of employability skills in the process
aims to develop a vocational education model of learning need to be structured and organized
that integrates the aspect of employability skills to provide a significant impact on attitudes and
through the development of the learning process. behavior.
The results of previous studies on employability The Indonesia Qualification Framework
skills suggest that the three main aspects which (IQF) requires graduates of vocational school
are most required from graduates of vocational at Level 3 and up to diploma Level 5 to have the
education are: 1) the personal qualities of the indi- required capability, namely, 1) being able to fin-
vidual, such as honesty, responsibility, confidence, ish the job with a wide scope, choose the appro-
social attitudes, self-management, commitment, priate method from the various options that have
adaptability, ability to work without supervision, been offered, being able to analyze raw data and
and safety work; 2) basic skills including reading, to demonstrate the data in both qualitative and
writing, counting, listening and speaking/commu- quantitative ways; 2) mastering the theoretical
nication; and 3) interpersonal, that is, team player, concept of this area of knowledge in general, as
listening to friends, serving customers, leadership, well as formulating procedural problem-solving;
negotiation, and working with different cultures. 3) ability to manage working groups and prepare
This indicates that the competence of graduates a written report in a comprehensive manner; and
of vocational education is related to attitudes and 4) responsibility for the work itself and thus
behavior. The results of previous research findings be held accountable for the achievement of the
illustrate that the order of priority in the world of group’s work. In addition, some effort is needed for
work has shifted. The interpersonal aspects should the integration of employability skills at every level
receive most attention, while thinking skills is the to achieve specific skills, and students must also
least emphasized as these are assumed to be less be given the knowledge, understanding and actu-
important in comparison to developing the quali- alizing aspects of employability skills so that they
ties of the individual and their interpersonal skills. know, understand, and can implement all these
Based on these findings, a procedural model of aspects in everyday life. It is not easy to implement
vocational education which integrates employabil- the program, but through the implementation
ity skills into the learning process is to be devel- of a curriculum model and a variety of learning
oped. The results of this study are expected to be strategies and initiatives of the administrators, it
used as a product development model for voca- is hoped that aspects of employability skills can be
tional education in accordance with the demands integrated in the individual students.
of the world of work.
2.2 Procedural model
2 INTEGRATION OF EMPLOYABILITY
The procedural model is the development of a
SKILLS
conceptual model to integrate aspects of employ-
ability skills in the structuring and implementa-
2.1 Conceptual model
tion of vocational education. The development
Based on the results of previous studies, an early of vocational education through an implementa-
conceptual integration model of employability tion model that integrates of employability skills
skills in vocational education is shown in Figure 1. should follow the rules and theory of the research
The conceptual model is validated and evaluated by and development method by following the model
industry experts and vocational education through of Analysis, Design, Development, Implementa-
Focus Group Discussion (FGD) to get input on tion, and Evaluation (ADDIE). The next stage is
the development of the procedural model in the the implementation of the test limited by the sam-
implementation process that integrates employ- ple which has been selected based on certain crite-
ability skills in the planning and learning process. ria, such as the diploma program in environmental
The conceptual integration model acts as an engineering at the Universitas Negeri, Jakarta. The
overview of the integration of employability skills implementation of trials must be conducted with
aspects into the learning process from the first respect to the factors that have an effect, including
year to third year. Figure 1 shows that aspects of site selection, as well as identify the supporting and
employability skills are an integral part of shaping inhibiting factors.
186
Vocational Education - Bask
Figure 1. Conceptual model integration of employability skills (source: Hanafi & Ma’sum, 2014).
The integration process values l::mployablllty Skills Tile ieaming activities in the classroom by using a
in various learning context variety of learning~ methods
Learning Industrial
Practices in Academic
Activities in Practice
Laboratory Culture
Classroom
~
Employability sl<illls
Laboratory or workshop practice activities, in in Academic Cu lture
accordance with the purpose of practice Strategy in industry practice activities, perspective
provision ing, implementation,
monitoring, and assessment
Figure 2. Various approaches.
Based on the characteristics of vocational The AOL approach allows learners to gain knowl-
education that promote an approach of learn- edge from experience and share it with a group of
ing by doing, aspects of employability skills can friends. Peer group input provides feedback and
be integrated through three components, namely, constructive criticism to help complete the job,
1) learning in the classroom, 2) practical exercises and learners gain knowledge of the advantages
in the workshop, and 3) industry practice, which of cooperation within the group. Action-Oriented
is managed jointly between institutions and indus- Learning can provide a significant impact on the
try. The values of employability skills are instilled behavior of learners, because they are able to see
in the classroom and in practical workshops con- how problems can be solved by working together,
ducted using Action-Oriented Learning (AOL) as sharing knowledge, listening to others, and being
an approach. The strategy pursued to integrate the responsible for each task mandated to them. It
values of employability skills is to conduct a work- can provide enough space to instill the values of
shop to create common perceptions among faculty employability skills that are demanded in the
members, especially the head of the program, and world of work to learners. Lindemann (2002)
debriefing the students prior to conducting the states that Action-Oriented Learning is not just a
practice in the industry. With the same perception, method of learning, but is about the principles of
the values of employability skills can be realized learning. Another important aspect that should be
as a foundation of the integration process and emphasized in vocational education is as a form of
thus change the behavior of the learners. Various activity for understanding the employment situa-
approaches are described in Figure 2. tion in the industry. Vocational education is geared
By using the approach of AOL to gain knowl- to generating employment for multi-skilled, multi-
edge and skills, students will also acquire a function, knowledgeable people who are willing to
positive attitude and behavior toward the work. learn continuously, and have the ability to acquire
187
and apply their knowledge, as well as technology.
Therefore, there needs to be an effort to encour-
age and establish learners to be workers who value
knowledge as their main capital, that is, knowledge
workers.
In an effort to instill employability skills into the
learning process, the important thing is that they
must be explicitly stated in each unit of compe-
tency in any subjects that are given to the students.
This means that the aspect of employability skills
is part of the performance requirements that would Figure 3. Integration model of employability skills in
form the competencies that will be generated as a vocational education.
whole. Aspects of employability skills must be
clearly defined and written into each unit of com-
petency to ensure that aspects of the employability Based on the results of FGD, preparation needs
skills do exist and can be measured and evaluated to be done to equip learners to build a system that
as an important component of job competence. In controls industrial practice and that will ensure
instilling aspects of employability skills into the learners are ready to adapt to the practical working
learning process, the principles of adult learning environment. Industrial environments along with a
should be used, namely to give the relevant subject different educational environment will give a new
and learners a set of concepts that emphasize that experience to the students, not only in the atmos-
commitment, responsibility and openness are con- phere and work situation that requires readiness
ducted continuously (Cleary et al., 2006). of learners, but in the industry which also requires
Employability skills need to be integrated with changes in attitudes and behavior in the face of
competencies that will be produced at every level every task and the work which is the responsibil-
of qualification and necessary support provided to ity of each worker. Through the implementation of
the process of learning and assessment of learn- industry practice, students will acquire knowledge
ing outcomes. In addition, we need an approach and skills that will be a provision for work in the
to learning and assessment strategies for the inte- future. Industry practice provides an opportunity
gration of employability skills in any learning for learners to carry out activities in accordance
activities in the classroom, in the workshop, or in with their expertise, and more importantly students
industry. The results of FGD with a number of can apply social interaction and the employabil-
education experts, as well as continued discussions ity skills which have been obtained in educational
with the vocational education study program, have institutions in practice activities. The results of
produced a picture of the scope of activities that the evaluation provided feedback to the analysis
can be associated with the implementation of the phase to obtain a model of the ideal integration
integration aspects of employability skills to embed of employability skills which can be implemented
these aspects. The results of the discussion suggest by educational institutions. The final result is an
that there should be dissemination to the faculty implementation model that integrates employabil-
members who administer related subjects, and to ity skills values into the learning process as part of a
instructors in industry, to form shared perception response to the needs of the working world, as well
of employability skills aspects. as efforts to improve the quality of vocational edu-
Using the AOL approach will provide a deep cation graduates. The analysis of integration model
understanding of the values of employability employability skills in accordance with the purpose
skills, so that the values occur naturally and have of vocational education is shown in Figure 3.
an impact on the attitudes and behaviors of learn-
ers. Thus an AOL approach can provide corrobo-
ration for: 1) technical capabilities, the ability to 3 CONCLUSION
perform the task technically well and properly and
monitor the work independently and critically; 2) In an effort to develop a model of vocational edu-
social skills, the ability to work both in a team and cation that integrates aspects of employability
independently, and monitor and consider the fac- skills into learning, some steps must first be taken,
tors of the environment and safety; and 3) the abil- such as identifying aspects that are needed by the
ity to learn and use the methodology to continue world of work and placing them in the learning
to learn independently and be the best in field. The design, and implementing learning by using the
third ability is a demand for the skills required by AOL approach and control of industry practice,
the world of work in the form of values contained including shared perception and understand-
in employability skills. ing of employability skills values by the parties
188
responsible for the implementation of vocational Cleary, M., Flynn, R. & Thomasson, S. (2006). Employ-
education. Vocational education institutions – as ability skills: From framework to practice. Melbourne,
a form of education that prepares learners for Australia: Precision Consultancy.
employment – should always be responsive to the Cotton, K. (2005). Close-Up #15 – Developing employ-
ability skills (School Improvement Research Series
demands and needs of the increasingly dynamic VIII). Portland, OR: Northwest Regional Educational
environment of the workplace. The process of Laboratory.
integrating and cultivating the aspects and values Hanafi, I. & Ma’sum, M. (2014). Integration of the
of employability skills should be done gradually employability skills into TVET curricula: Proposed by
and continuously, starting with the process of per- demand perspectives. In Proceedings of 10th Interna-
ception and debriefing of the learner, then going tional Conference of AASVET (Asian Academic Soci-
through the learning process, and finally to the ety for Vocational Education and Training), Tokyo,
process of assessment. To that end, the right strat- Japan (pp. 31–38).
egy needs to be in place so that vocational institu- Lindemann, H.-J. (2002). The principle of action-oriented
learning. Retrieved from http://www.Halindo.de/html/
tions can respond to the development of the world docde/HOL-prinzip02002.pdf.
of work and the demands of industry – especially Lowden, K., Hall, S., Elliot, D. & Lewin, J. (2011).
in the aspect of employability skills – in order to Employers’ perceptions of the employability skills of
enhance the contribution of vocational education new graduates. Research commissioned by the Edge
to support competitive industries. Foundation. University of Glasgow SCRE Centre
and Edge Foundation.
SCANS. (2001). About SCANS. Baltimore, MD:
REFERENCES SCANS2000 Center, Johns Hopkins University.
Retrieved from http://www.scans.wpmc.jhu.edu
Bakar, A., Mohamed, S. and Hanafi, I. (2007). Employ- Wilkins, S. (2001). Human resource development through
ability skills: Malaysian employers perspectives. The vocational education in the United Arab Emirates:
International Journal of Interdisciplinary Social Sci- The case of Dubai Polytechnic. Journal of Vocational
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189
Vocational learning tools based on scientific learning
J. Kustija
Fakultas Pendidikan Teknologi dan Kejuruan Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia
D. Fauziah
Sekolah Tinggi Elektro dan Informatika Institut Teknologi Bandung, Bandung, West Java, Indonesia
ABSTRACT: Based on preliminary studies it was found that the learning tools of Basic and Power
Measurement for scientific-based learning that are suitable for use in Vocational High School (VHS) are
not available. This research aims to develop a scientific learning tool for Basic and Power Measurement
at VHS by adopting the steps of discovery learning. This research used the mixed method with sequential
exploratory design and stages conducted through the procedural approach of Research and Development
(R&D) presented by Borg and Gall. The research produced 128 pages of teaching material equipped with
learning media. Based on the results obtained, it was shown that the product was effective in improving
student learning outcomes.
1 INTRODUCTION One of the learning models contained in K13

is the discovery learning model, which emphasizes
Vocational education-based schooling is different the importance of students’ activity in understand-
from that in public schools. The learning principle ing the key structure or ideas of a study subject.
of this schooling is the combination of theoretical Students are encouraged to learn mostly through
knowledge with technical competences. Currently, their own active involvement with the concepts and
curriculum 2013 (K13), with a scientific approach, principles, and teachers encourage the students to
has been applied in Indonesian Vocational High get experience and conduct experiments which
School (VHS). In this curriculum, students are allow them to find principles by themselves. The
expected to study more actively so they can better three main characteristics of discovery learning
implement the learning material. that relate to cognitive theory are: (1) an emphasis
Curriculum changes have an impact on teaching on active learning, (2) the development of mean-
and learning components. Each component related ingful learning, and (3) the capacity to change atti-
to the curriculum change must be adapted so it does tudes and values toward the subject and the self
not obstruct implementation. The components are as problem solver (Svinicki, 1998). If the students
learning tools consisting of syllabus, lesson plans, find the meaning of the lesson by themselves, it is
teaching materials and learning media that must be expected that their comprehension will persist for
integrated and prepared before the teacher instructs a longer time (Dean & Kuhn, 2006).
the material in class. Based on preliminary studies There exists previous research on learning
conducted by the researchers, it was found that the tools development based on scientific learning in
learning tools for Basic and Power Measurement vocational high schools. For example, Said et al.
with scientific-based learning that are really suita- (2016) developed the scientific approach-based
ble for use in VHS are not available so the students’ co-operative learning tool for vocational students’
learning outcomes are lower than expected. program of automotive electronic engineering,
For all levels, K13 is implemented using a sci- which consisted of an interactive multimedia
entific approach that puts students’ activity at the program, group-sheet, photo viewer and learning
center of the learning process. The characteristics scenarios. In addition, Rasyidi et al. (2015) devel-
of scientific learning are: (1) place student at the oped teaching material based on scientific learning
center; (2) involve science process skills in con- with the help of information technology; Fauziah
structing the concept, law or principle; (3) involve (2013) developed a scientific-based RPP (Rencana
cognitive processes to stimulate development of Pelaksanaan Pembelajaran (lesson plan)) through
students’ intellect, especially for high-level think- Problem-Based Learning model in vocational high
ing skills; and (4) develop the students’ character school, and Wirasari et al. (2016) developed learn-
(Hosnan, 2014). ing material of business principles using a scien-
191
tific approach to improve students’ achievement.
The research products have been tested and proven
to increase students’ learning outcomes.
After reviewing previous research, the research-
ers found that there is no research that has developed
learning tools for Basic and Power Measurement
as teaching material in vocational high school, so
from the needs analysis the researchers decided to
conduct such research.
In this study, the researchers developed learning
tools in the form of teaching materials and learn-
ing media with scientific discovery learning as the
learning model. This research is expected to result
in a product that can enhance the learning process
of vocational students thus improving their learn-
ing outcomes.
2 METHOD
This research was conducted using Research and

Development (R&D) as outlined by Borg and
Gall (1983). To collect the data, the study employs
mixed-method promoting one-group pre-test
post-test design (pre-experimental). This method Figure 1. Research flow chart.
is called sequential exploratory design (Creswell,
2013).
The research was conducted in VHS 6 Bandung.
after which a preliminary product was made and
Testing and validation of the product is conducted
validation processes conducted until final product
by a test team that consists of experts and practi-
was complete. Following that, a field test was con-
tioners. The expert judges comprise two lecturers
ducted to check how effectively the product could
from the study subject and the practitioner judges
increase students’ learning outcomes.
consist of two teachers from the study subject.
There were 30 students involved as the user sample.
For more detail, information about the research
subjects can be seen in Table 1.
Figure 1 shows the flow chart of the research
3.1 Preliminary study and needs analysis
conducted.
The research started with a preliminary study Based on the preliminary study and needs analysis
and needs analysis to ascertain the field conditions, conducted by the researchers, it was found that the
learning tools for Basic and Power Measurement
with scientific-based learning that are really suit-
Table 1. Process and orientation of the product able for use in VHS are not available and the learn-
validation. ing outcomes of students are lower than expected
and below the target for K13.
Judges Process and orientation of the product
Expert Qualitative, questioner, interview, 3.2 Preliminary product (Product I)

preliminary draft product; suitability
of methodology, language, graphical Based on the analysis in the preliminary study and
design. needs analysis, the researchers decided to adopt
Practitioner Suitability of material and evaluation discovery learning as the learning model for the
learning method with the main and development of teaching materials and the presen-
basic competencies. tation of content to be presented by using a scien-
User Suitability with students’ needs, clarity tific approach to suit the demands of K13.
of instructions and learning steps, The scientific activities contained in the teach-
informative, interactive, and capability
ing materials include: (1) observing, (2) asking, (3)
of increasing the learning motivation
of the students. reasoning, (4) trying, and (5) communicating activ-
ity/forming a network.
192
The learning steps presented in the teaching validation of the product was conducted by the
materials include: (1) stimulating, (2) problem expert and practitioner teams. Collecting data at
identifying, (3) data collecting, (4) data processing, every stage of product validation is done by giv-
(5) evidencing, and (6) drawing conclusions. For ing questionnaires that include the checklist and a
presentation, the teaching materials are equipped qualitative advice column. The development of a
with discussion sheets, assessment sheets, and eval- checklist questionnaire and qualitative advice col-
uation sheets to establish the learning outcomes. umn is in accordance with the provision of teach-
The teaching materials developed consist of three ing materials for student assessment issued by
sections: (1) introduction, (2) body, and (3) additional Kemendikbud (2013).
sections. The introduction section consists of the
outer cover, the inside cover, copyright page, devel-
3.3 Expert test (Result Product II)
opment team page, preface, table of contents, a brief
description of K13, a brief description of the discov- Based on suggestions and feedback improvements
ery learning model, syllabus, and Lesson Plans I, II from the experts, the researchers conducted sev-
and III. The body section consists of three chapters, eral fixes on errors in certain parts of the teaching
namely, the complex numbers, the alternating current materials. The Product I revision of teaching mate-
and a series RLC circuit. Each lesson was developed rials is described in Table 2.
using a model of discovery learning by adopting sci-
entific learning activities contained in K13.
3.4 Practitioners test (Result Product III)
Specification of the product developed consists
of three chapters with a total of 128 pages of A4-size Based on suggestions and feedback improvements
paper (210 × 297 mm). The total of 128 pages does from the practitioners, the researchers conducted
not include a brief description of K13, a brief several fixes on errors in certain parts of the teach-
description of the discovery learning model, sylla- ing materials. The Product II revision of teaching
bus and lesson plan for each chapter. The research- materials is described in Table 3.
ers originally intended to include brief descriptions
of the curriculum and the discovery learning model,
3.5 User test (Result Product IV)
the syllabus, and lesson plans in the teaching mate-
rials because the investments in these parts are con- Collecting data on the user tests was carried out by
sidered to be essential in order to meet the needs of giving questionnaires that included the checklist
teachers and students in VHS regarding the imple- and qualitative advice column. This questionnaire
mentation of K13. The design and presentation follows the same principle as the expert judgment
of teaching materials have been created in such a
way that students can extract the information and
organize their learning experience. The cover of the Table 2. Description of Product I revision.
product design is displayed in Figure 2.
Category Revision
The validation process was conducted to test
the feasibility of product content, presentation, Content • Enhancing the completeness of
language and visual. In order to obtain a value for feasibility teaching materials
the feasibility of the teaching materials developed, • Adding further implementative
problems
• Developing further concept of life
skills-based learning
• Developing further learning steps
• Adding of a glossary
Presentation • Adding the image corresponding to
feasibility the content of the material
• Improving the referral source or
reference studies’ instructional
materials
• Developing further learning steps
• Including actual images of the
components described
Language • Improvement in terms of conformity
feasibility with the perspective of material that
really motivates students
• Improving accuracy of spelling
Visual • Repairing on step material at chapter
feasibility or sub-chapter
Figure 2. Product design.
193
Table 3. Description of Product II revision. effectiveness. The field test tested the normalized
gain of learning outcomes by comparing before-
Category Revision and-after uses of the teaching materials developed
by the researchers; it appears that the normalized
Content • Fixing the addition of material
feasibility • Adding example problems gain was 0.51.
• Adding a reference source adapted
to the material presented
• Improving the stage content of 4 CONCLUSION
material starting from the basics
material until complex material The research resulted in a product that can
• Adding more images to support enhance the learning process of vocational stu-
explanation of the learning materials dents and, in particular, improve the learning out-
Presentation • Fixing color elements in order to comes of the students, and on the basis of expert
feasibility clarify the function of illustrations
judgment conducted on the product, it is catego-
• Adding some real image of the
material explained rized as proper.
Language • Improving accuracy of spelling
feasibility usage according to EYD (Ejaan
Yang Disempurnakan (Proper REFERENCES
Grammatical Language))
• Fixing the use of terms and Borg, W.R. & Gall, M.D. (1983). Educational Research.
vocabulary New York, NY: Longman.
Visual • Improving the cover Creswell, J. (2013). Research Design (Translated by Ach-
feasibility mad Fawaid). Yogyakarta, Indonesia: Pustaka Pelajar.
Daryanto, D. & Dwicahyono, A. (2014). Pengembangan
Perangkat Pembelajaran (Silabus, RPP, PHB Bahan
Table 4. Description of Product I revision. Ajar). Yogyakarta, Indonesia: Gava Media.
Dean, D. & Kuhn, D. (2006). Direct instruction VS dis-
Category Revision covery: The long view. Journal of Science Education,
91, 384–397.
Content • Adding more interesting information Fauziah, R. (2013). Pembelajaran Saintifik Elektronika
feasibility • Providing explanation of foreign Dasar Berorientasi Pembelajaran Berbasis Masalah.
words INVOTEC (Innovation of Vocational Technology
Presentation • Adding motivating illustrations Education), 9(2), 165–178.
feasibility • Improving sharpness and clarity Hosnan, M. (2014). Pendekatan Saintifik dan Konstek-
of the images tual dalam Pembelajaran Abad 21. Bogor, Indonesia:
Language • Fixing a typo Ghalia Indonesia.
feasibility • Changing the style of language to Kemendikbud. (2013). Modul Pelatihan Implementasi
be easily understood Kurikulum 2013. Jakarta, Indonesia: Kementerian
Visual • Improving the layout of the image Pendidikan dan Kebudayaan.
feasibility • Improving the quality of the Muslich, M. (2010). Text book writing. Yogyakarta, Indo-
binding covers nesia: Ar-ruzz Media.
Rasyidi, M., Supartono, S. & Yuniastuti, A. (2015).
Development of teaching materials scientific approach
but uses simpler language to enable users to more
with help of information technology. International
easily understand the information that is explored Conference on Mathematics, Science, and Education,
in the questionnaire. SE14-SE17.
The results of product validation by the user Said, I., Sutadji, E. & Sugandi, M. (2016). The scien-
test is used to see the extent of the feasibility and tific approach-based cooperative learning tool for
whether it meets the needs of students for instruc- vocational students vocation program of autotronic
tional materials in the learning process for Basic (automotive electronic) engineering. IOSR Journal of
and Power Measurement. The test result shows Research & Method in Education, 6(3), 67–73.
that the teaching materials developed are proper to Sugiyono, S. (2013). Metode Penelitian Kombinasi (Mixed
implement. Method). Bandung, Indonesia: Alfabeta.
Svinicki, M. (1998). A theoretical foundation for discov-
Based on suggestions and feedback given by ery learning. Journal of the American Physiological
the users, some improvements were made and are Society, 20(1), S4-S7.
described in Table 4. Wirasari, Y. & Churiyah, M. (2016). Developing learn-
ing material of business principles using scientific
approach to improve students’ achievement. IOSR
3.6 Field test Journal of Research & Method in Education, 6(3),
After the teaching materials had been declared fea- 7–13.
sible, a field test was performed to determine their
194
Learning building construction based on local wisdom in Sundanese

traditional buildings with SETS vision and mock-up media
J. Maknun, I. Surasetja, T. Busono & R. Mardiana

Departemen Pendidikan Teknik Arsitektur, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
ABSTRACT: This research aims to develop the formulation of the learning program for building
construction based on the local wisdom of Sundanese traditional buildings and the SETS (Science,
Environment, Technology and Society) vision by using mock-up media, and to explore the impact of the
implementation on the improvement of students’ learning outcomes in architecture education. It employs
the Research and Development (R&D) method. The research produced a product which is of good quality
in terms of theory, methodological procedure, and empiricism. The development of learning materials
is based on lecture materials developed by lecturers in the subject of building structure and construc-
tion. The researchers incorporated the concepts of structure and construction based on local wisdom.
The concepts of structure and construction of Sundanese traditional buildings can be applied to some
materials, such as wooden blocks, wooden boards, construction of doors and windows, construction of
stairs and wooden floors, and the wooden frames of roof construction. The implementation of teaching
building construction based on the local wisdom of Sundanese traditional buildings using SETS vision
and mock-up media can improve the learning outcomes of architecture students on the building structure
and construction course. This indicates that learning with a SETS vision using mock-up media affects the
students’ learning outcomes according to the characteristics of both the learning and the media. It also
suggests that the use of mock-up media for delivering teaching material should be considered by lecturers.
If the media can be used well, it will improve students’ learning outcomes.
1 INTRODUCTION ers to gain a clearer picture of the conceptual link-

ages to other elements in SETS, either in the form
Local knowledge is everything that characterizes of excess or deficiency. According to Rusilowati et
an area, be it food, customs, dances, songs or cer- al. (2012), every learner has the ability to vary the
emonies. Local potential cannot be separated from basis on which they learn; through the implemen-
local culture. Culture is not just the potential that tation of constructivism, learners can start learn-
is directly related to arts and culture, but it is eve- ing with something they are familiar with to things
rything about the way of life of local communities they never knew before.
related to confidence, productivity, employment, The use of media in teaching and learning is a
basic food, creativity, values and norms (Arowolo, very important tool for use by lecturers because it
2010). helps students to better understand the material
Local wisdom in the form of Sundanese tra- presented by the lecturers. One example is to use a
ditional building is not fully understood by the media mock-up in the building construction edu-
students at the college as a richness, especially in cation program for students of architecture. Media
terms of the structure and construction of build- mock-up is a simplification of the arrangement of
ings. This is due to various perceptions by students, that principal part of a process or system that is
such as lack of knowledge of a typical house of the otherwise complicated.
Sundanese people, glorifying modern architecture
over local, and so on. Therefore, understanding
and awareness of the importance of studying the 2 METHOD
structure and construction of traditional buildings
is to be implemented, one of them through the The method used in this study is a pre-experimen-
learning process that promotes the structure and tal one, studying the implementation of learning
construction of local buildings. the structure and construction of buildings with
Selection of visionary learning in SETS leads Sundanese local wisdom. Implementation of the
learners to maximum learning. This allows learn- study begins by providing a pre-test before the
195
intervention and ends with provision of a post- of a wooden construction generally consists of two
test after the intervention. The test instrument or more bars each connected into one piece until
takes the form of a test of building construction solid. To qualify for this robustness, the connec-
materials. tions and relationship between the wooden parts
Increased mastery of concepts before and after must meet the following requirements:
the learning activities is calculated with the nor-
• The connection should be simple and robust to
malized gain score:
avoid large or deep indentations because that could
lead to weakness and the wooden logs needed are
(% < S f % Si > )
g = (1) large, which would be a waste of money.
(% < Sm % Si > ) • Must pay attention to the properties of the wood,
especially its nature (shrink, swell and pull).
where • A connection of relationships in the wood con-
<g> is a normalized gain score; struction should be established that is resistant
Sf is the average post-test score; to the forces that work on the structure.
Si is a pre-test mean score; The learning implementation envisions building
Sm is the maximum score. construction using SETS with media mock-up as
Normalized gain score <g> is a suitable method described in the following section. The introduc-
for analyzing the outcome of pre-test and post-test tion to buildings is presented in the traditional
results. Normalized gain score <g> is also a better village environment. This stage can be called ‘the
indicator as it shows the level of effectiveness of initiation’, and could also be called ‘the invitation’,
the intervention in the post-test score (Hake, 1998). as an invitation to the students to focus on learn-
The rate of normalized gain score is categorized ing. Since students are considered to have prior
into three groups (Hake, 1998): knowledge on it, it appears that it makes the sec-
ond phase easy to implement.
Gain-high: (<g>) > 0.7; The second phase of learning about construction
Gain-being: ≥ 0.7 (<g>) ≥ 0.3; of buildings through SETS with media mock-up is
Gain-low: (<g>) < 0.3. the process of concept formation, which begins by
introducing the media mock-up. Learning is initi-
ated with the explanation of the essential concepts,
followed by charging students with completing
a worksheet to reinforce the essential concepts,
3.1 Visionary learning implementation of SETS
before concluding with a discussion group.
with media mock-up
In the concept formation event, researchers pro-
Education based on local wisdom involves educa- vided the material and described the types of wood
tion as a process that interacts with its environ- connections for the wooden frame of a stable roof
ment. This study is based on the view that the using the medium of mock-up for approximately
cultural background of students has a greater 60 minutes. It has been shown that students give
effect on the education process than those con- positive responses in answering questions related
tributed by the provision of learning materials. to the provision of material progress. Once the
The way a person understands, an individual’s
relationship with the environment, as well as one’s
perspective on causality, space and time, is influ-
enced by their origins and culture. Accordingly,
the approach selected for the instruction of con-
struction building is based on the Science, Envi-
ronment, Technology and Society (SETS) vision
using media mock-ups.
The development of learning materials is based
on lecture material developed by the lecturer. The
researchers inserted concepts of local wisdom
related to structure and construction into materi-
als developed by lecturers. The material developed
concerns wooden construction, and wooden con-
struction is part of building construction. Having
adequate knowledge on timber is believed to be
helpful to understand the connection and relation-
ships of buildings made of wood. The compilation Figure 1. Instructional media mock-up.
196
processing of material was complete, the research- Table 1. Overview of mastery of the concept of
ers asked the students to demonstrate and try the building construction.
roof props directly. Almost all of the students tried
disassembling one of the mock-up props. No Range Categories % pre-test % post-test
Furthermore, armed with the correct under- 1 86–100 Very Good 0 21.4
standing of the concepts, the students performed 2 76–85 Good 0 40.5
the analysis of issues or solving problems by the 3 66–75 Sufficient 0 28.6
so-called application of the concepts to real-life. 4 55–65 Less 66.7 7.1
The concepts which have been understood by stu- 5 <55 Much Less 33.3 2.4
dents can be applied in their daily lives. During the
process of concept formation, problem-solving
and/or analysis of the issue, professors need to
correct any misconceptions which arise during successful in increasing the mastery of concepts
the learning activities. This activity is called the included in this category.
‘consolidation concept’. If during the process of The results of this study are also consistent
forming the concept there do not seem to be any with the results of research conducted by Ferawati
errors occurring for the students (as well as after et al. (2012), which states that students who experi-
completion of issue analysis and problem-solving), ence learning envisioned in a SETS context find it
the faculty still needs to conduct this stabilization more meaningful than students who did not. This is
exercise with an emphasis on key concepts that because the SETS approach can facilitate the expla-
are important to know in the specific study of the nation of the abstract through real phenomena and
materials. In the final stages of the building con- events in the environment around students. Thus,
struction instruction, the researchers carried out a SETS approach which is integrated in the media
an assessment of the learning outcomes that have mock-up managed to improve students’ under-
occurred and the learning process that has taken standing of the concept of building construction.
place. Another reason for learning excellence is the
Based on the observation of the students’ way that SETS envisions building construction so
responses to SETS learning, it was proven that that students are able to connect their real world
90% of them agree. Thus, the figure of the interval life as a member of society with the building con-
scale is well-shaped. It can be concluded that learn- struction study class. This is in line with the opin-
ing in the context of a SETS vision using mock-up ion of Widyatiningtyas (2009), which states that
media can add to the appeal of learning, as this the learning process envisioned with SETS can
elicited a positive response from students during provide learning experiences for students in identi-
the learning process. fying potential problems, collecting data related to
the problem, considering alternative solutions, and
considering the consequences of their decisions.
3.2 Building construction concepts mastery
Increasing mastery of the concept of building
The level of mastery learning concept is expressed construction is proof that media mock-ups help
by the building construction category applicable students more easily understand concepts by pro-
upon assessment, and the improvement in mastery viding direct and concrete experience. Furthermore,
of concepts is based on the score of normalized Furman (2007) states that media mock-ups improve
gain (g). A general overview of the level of mastery students’ ability to remember material presented
of concepts is shown in Table 1. over a longer period of time. Their direct concrete
Based on the graduation rate categories for the experience as well as the memory of the material
pre-test results, the majority (66.7%) of students can facilitate students’ ability to connect the mate-
graduate in the ‘Less’ category, and 33.3% of stu- rial with technology, the environment and society.
dents did not even pass. After the learning interven-
tion, most students graduated in better categories,
with only 7.1% of students graduating in the ‘Less’ 4 CONCLUSION
category and only 2.4% not graduating at all.
The improved learning outcome for building The implementation of building construction
construction is based on the normalized gain val- learning based on local wisdom of Sundanese
ues. The average value of the pre-test was 55; the traditional building with mock-up media as envi-
average post-test value was 79, with a normalized sioned by SETS can improve learning outcomes
gain of 0.55 for the medium category. This shows in the building structure and construction course
that the implementation of the building construc- in architectural engineering education. This shows
tion learning approach based on a SETS approach that learning to use media needs to consider sev-
of local wisdom using media mock-ups has been eral factors, such as the appropriateness of media,
197
characteristics of the students, and learning objec- lembar pertanyaan. Jurnal Pendidikan Fisika Indone-
tives. The study proves that media use of concrete sia, 8(2), 184–189.
objects should be considered by the faculty for Furman, O. (2007). They saw a movie: Long-term mem-
other presentations too, because if the media is ory for an extended audiovisual narrative. Cold Spring
Harbor Laboratory Press, 14, 457–467.
used properly it will maximize student learning Hake, R. (1998). Interactive-engagement vs traditional
outcomes. methods: A six-thousand-students survey of mechan-
ics test data for introductory physics courses. Ameri-
can Journal of Physics, 66(1), 64–74.
REFERENCES Rusilowati, A., Supriyadi, S., Binadja, A. & Mulyani, S.
(2012). Mitigasi bencana alam berbasis pembelajaran
Arowolo, D. (2010). The effects of western civilisation bervisi science environment technology and society.
and culture on Africa. Afro Asian Journal of Social Jurnal Pendidikan Fisika Indonesia, 8(1), 51–60.
Sciences, 1(1), 2229–5313. Widyatiningtyas, R. (2009). Pembentukan pengetahuan
Ferawati, F., Rusilowati, A. & Supriyadi, S. (2012). sains, teknologi dan masyarakat dalam pandangan
Keefektifan pembelajaran bencana alam bervisi sets pendidikan IPA. EDUCARE. Jurnal Pendidikan dan
terintegrasi dalam ipa dengan media animasi dan Budaya, 1(2), 34–45.
198
Instructional model to improve problem solving, creativity and team

working skills for TVET student teachers
M. Samani
Department of Mechanical Engineering, Universitas Negeri Surabaya, Jawa Timur, Indonesia
Suparji
Department of Civil Engineering, Universitas Negeri Surabaya, Jawa Timur, Indonesia
R. Rahmadian
Department of Electrical Engineering, Universitas Negeri Surabaya, Jawa Timur, Indonesia
ABSTRACT: Problem solving, creativity and team working are very important skills, yet TVET student
teachers’ capability on those skills is low. The purpose of this research was to develop instructional model
that able to improve those skills. The problem solving concept was developed using a combination of
Polya’s theory and expert-novice theory. Creativity concept was developed based on an inside-box theory
integrated with Piirto’s creativity system. Team working concept was developed based on sociotechni-
cal approach in cooperated with co-creation. Instructional model was developed based on project-based
learning. The instructional model was developed using 4-D method. Quasi experiment used to test the
instructional model. The research was conducted at Faculty of Engineering-State University of Surabaya
in 2014–2015, with 126 students participated. The result shows by using the instructional model devel-
oped, student’s score on problem solving: 3.26, creativity: 3.12 and team working: 3.65. On the other hand
score on problem understanding aspect: 2.84, originality aspect: 2.98, commitment to team success and
shared goals: 2.91 and commitment to team processes, leadership and accountability: 2.97. The research
shows that the instructional model can increase problem solving, creativity and team working skills, but
it needs to be improved so that can to increase students’ capability in problem understanding, original-
ity, commitment to team success and shared goals and commitment to team processes, leadership and
accountability aspects.
1 INTRODUCTION observed teaching-learning process and conducted

discussions with lecturers; and it found out that
The fast development of science and technology the teaching-learning emphasized more on practi-
forces changes in our work and life patterns. To effi- cal applications and emphasize less on the devel-
ciently deal with these changes, people are required opment of the three competencies. As a result,
to possess some essential competencies such as prob- students’ ability in problem solving and creativity
lem solving skill, creativity and team work. (The is low. The lecturers also tend to give individual
Economist Intelligence Unit, 2015; Trilling & Fadel, tasks, so it was not enough to give the students the
2009, Wagner, 2008). Problem solving and creativity opportunity to cultivate team work skill.
is the most important skills in higher order thinking, This research aims at developing instructional
while team working is the most important of social model that develops problem solving, creativity
skills. All these three skills are often considered as and team working ability, especially for student’s
future competences (Samani, Cholik, Suparji, Isma- teachers in TVET.
wati, 2015) and are essential for Technical and Voca-
tional School (TVET) graduates. However, research
2 THEORETICAL FRAMEWORK
data showed that the students’ ability in these three
skills are far from proficient (Unesa, 2011).
2.1 Problem solving skill
To create a teaching-learning process that can
nurture those essential competencies, the teachers Problem-solving skill is an ability to transform an
themselves will need to have them. Unfortunately, initial state into a prospective goal, so it is an impor-
a study of Samani, Nurlaela and Ismayanti (2014) tant indicator of human intelligence required at a
shows that the student teachers of TVET are not high level activity (MacLellan Langley and Walker,
yet competence in those competencies. The study 2012: 1). It requires analytical thinking, creativity
199
as well as the skill to be able to strategically priori- Nurlaela and Ismayati, 2014). Liu & Schonwetter
tize tasks in order to ensure that the problem solv- (2004: 803–804) found ten barrier of blocks to crea-
ing steps can be effective. (Samani, 2014). tivity, they are: fear of the unknown, fear of failure,
In the expert-novice theory, Hardin (2003: 228) reluctance to exert influence, frustration avoidance,
explains that experts can crystallize several relevant resource myopia, custom-bound, reluctance to
information to solve the problem, while those who are play, reluctance to let go, impoverished emotional
still learning may only collect information separately. life, and over certainty, These are known barriers
Therefore Hardin (2003) and Samani, Nurlaela, that should be removed to allow originality.
Widodo and Inzanah (2016) consider understand-
ing problem correctly is the most important stage 2.3 Team working
in problem solving. In contrast, Polya (in Berkeley,
Team work is very important, because 81% of the
2014) states the problem solving strategy is the most
Fortune Company developed based on team work
important key for problem solving expertise.
organization (Kennedy & Nilson, 2008: 5). If the
Many experts propose problem solving con-
analogy of vectors are used, the energy accumula-
cepts. Polya (in Berkeley, 2014) proposes four
tion of team work will be optimal if all members of
steps, they are: understand the problem, devise a
the team have the same vision (Northouse, Peter G,
plan, carry out the plan and look back. Restruc-
2016). In practice, it turns out equating vision is not
turing Associates (2008) proposes six steps, they
easy, especially if the team members have different
are: define the problem, determine the root (s) of
expertise background or point view (Mental Health
the problem, develop alternative solutions, select a
Commission, 2006; Nazaro & Stazzabosco, 2009).
solution, implement the solution, and evaluate the
A team work has always gone through five
outcome. While MacLellan, Langley and Walker
stages; forming, storming, norming, performing,
(2012) describe that problem solving consists of
and transforming (Nazaro & Stazzabosco, 2009: 6).
five steps: problem selection, termination check,
Team work can only works effectively if it is able to
intention generation, failure check, and intention
go beyond the stage of norming and at least reach
application. The three concepts are similar, the dif-
the performing stage. According to the sociotechni-
ference lies at certain aspect emphasized.
cal theory, the success of team work in reaching
performing and transforming stage is influenced
2.2 Creativity by interaction and relationships between members
of the team (Sycara and Sukthankar, 2006). There-
Thinking creatively means to think in a new way
fore, the co-creation principle, which emphasizes
that is different from the existing ones and it needs
on experience mind-set, context of interaction,
an ability and courage to think freely regardless
engagement platforms and network relationships,
of the existing thinking trap (Adair, 2011). By
could be applied (Ramaswamy & Gouillart, 2010).
thinking creatively, it will get a different perspec-
Tarricone & Luca (2002: 641) says that there are
tive, so as to produce different solutions (Shelter &
six aspects should be considered in building team
Bentley in Craft, 2001). Liu & Schonwetter (2004:
work, namely the commitment to team success and
801–803) mentions creativity has hierarchy rang-
shared goals, interdependence, interpersonal skills,
ing from expressive creativity, technical creativ-
open communication and positive feedback, appro-
ity, inventive creativity, innovative creativity, and
priate team composition, commitment to team
emergent creativity. While Boyd and Goldenberg
process and leadership and accountability. Mean-
(2013) proved that creative thinking should not
while, Mickan and Rodger (2000: 202) states team
always be out of the box but also inside the box.
work process effectiveness includes coordination,
Liu & Schonwetter (2004: 802) mention four
communication, cohesion, decision making, conflict
aspects in creative thinking: fluency, flexibility, origi-
management, social relationships, and performance
nality, and elaboration, while Filsaime (in Nurlaela
feedback. Although these two theories are using dif-
and Ismayati, 2015) names originality, adaptability,
ferent terms and emphasizing on different terms,
appropriateness, and contribution to domain. Pirto
conceptually both propose very similar aspects.
(2011: 3) describes thinking creatively for the 21st cen-
tury covers the use wide range of idea creation tech-
2.4 Project-Based Learning (PjBL)
niques, creation of new and worthwhile ideas, and
elaboration, refining and evaluating their own ideas. Which instructional model could develop problem-
Boyd and Goldenberg (2013) proves thinking solving skills, creativity and team working simulta-
inside the box can be taught through Systematic neously? Since ability grows in line with learning
Inventive Thinking. However, originality remains experience, a necessary instructional model is
the most difficult aspect, especially for those who needed to solve problems creatively in team work
are still learning, therefore the development of this (Fry, Ketteridge & Marshall, 2009).
aspect requires encouragement to dare to think One of the instructional models that can provide
freely and to be different from others (Samani, experiences for the three abilities is a project-based
200
learning (PjBL) which is characterized by long-term Table 1. Students’ achievement on problem solving.
activities, interdisciplinary, student centered, and
integrated with real world issues and practices (Edu- No Aspects Score
cation Technology Division-MoE, 2006). Similarly,
01 Understanding the problem 2.84
Harmer and Stokes (2014) describes key features of 02 Devise a plan 3.43
PjBL are learning by doing, real-world problems, 03 Carry out the plan 3.76
role of the tutor: “a guide in the side”, interdisci- 04 Look back 3.31
plinary, collaboration and group work, and an end Mean 3.26
product.
For student activities, the National Academy
Foundation (2009: 4) states that PjBL will ask stu-
Table 2. Students’ achievement on creativity*.
dents to tackle real problems and issues beyond the
classroom, to actively engage in their learning, to No Aspects Score
make important choices during the project, and
to demonstrate in tangible ways that they have 01 Fluency 3.34
learned the key concepts and skills. 02 Flexibility 3.54
03 Originality 2.98
04 Elaboration 3.26
3 METHODS Mean 3.28
Instructional models was developed using the 4-D *

The 1st year result was presented on TVET
method (Thiagarajan, Semel and Semel, 1974), but International Conference at Bremen University,
only until the third D stage (develop). One study September 2–4, 2015.
was designed to test the effectiveness of the model.
A pre-test was determined not to be relevant since
an increase of 0.20 but it still has not been able to
creativity and team working are something new,
achieve a score of 3.0 (good).
due to a significant difference between PjBL and
Observation and interviews with students and
the existing instructional models. A control group
lecturers reveal that students’ firm habit of thinking
cannot be implemented, because it is potentially
“what if” makes them dreading to stray away from
confounding (McNamee, 2003).
the law, formulas, of rules that have been under-
The research was conducted in 2014 and 2015,
stood; hence the difficulties for students to form
involving 126 student teachers in the Faculty of
original ideas. It seems PjBL that was developed in
Engineering-State of University of Surabaya. Struc-
2015 still has not been fully able to release students
tured observation and open-ended interviews were
from block to creativity (Liu & Schowetter, 2004).
conducted to determine the ability of students to apply
After attending teaching-learning process using
team work, as well as their responses during the PjBL
PjBL, students’ ability to work together as a team
models. At the end of PjBL process, problem solving
is good with a score of 3.35 as showed in Tabel 3.
ability and creativity was also measured by a test.
However, there are two aspects that have not been
good, namely, commitment to team success and
4 FINDINGS shared goals with a score of 2.91 and a commit-
ment to team processes, leadership and account-
Using 1–4 score system, Table 1 shows that the stu- ability with a score of 2.97.
dents’ overall ability in problem solving is high, with Synchronizing work objectives and targets was
score of 3.26. While their ability in understanding not easy for the students. The observations indicate
problem is significantly low, with a score of 2.84. that they need a longer time to agree on a workable
This is in line with Hardin’s (2003) research finding targets and objectives, because of the differences
which states that understanding problem is the most on their point of views. To reach the storming
important but at the same time the hardest aspect. phase as stated by Nazaro & Strazzabosco (2009),
Observation and open ended interviews with the students also took a lengthier time. However,
students found that the difficulty lies in their ability once the norming stage was reached it was imme-
to dissect the problem, finding relevant variables diately followed by a performing stage.
and causal relationship among them. Students’ free and unstructured lifestyle makes
Table 2 shows the students’ ability to think crea- them feel unbound by the team work, thereby
tively. As a whole, the students’ creativity scores inhibiting the onset of commitment to leader-
well with 3.28, which is a little better than the pre- ship and team accountability. The different ways
vious year research achievements at 3.12. However, of working also brings disharmony in working
aspects of originality is still considerably low with together, so that the engagement platform as stated
a score of 2.98. These results repeat last year’s by Ramaswamy & Gouillart, (2010) did not imme-
result of a score of 2.78. Indeed, there has been diately occur.
201
Table 3. Students’ achievement on team working. Mental Health Commission. 2006. Multidisciplinary Team
Working: From Theory to Practice. https://www.
No Aspects Score google.com/search?q=multidiciplinary+team+
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02 Interdependence 3.84 tics of effective teams: a literature review. Australian
03 Interpersonal skills 3.48 Health Review 20(3).
04 Open communication and positive 3.08 National Academy Foundation. 2009. Project-Based
feedback Learning: A Resource for Instructors and Pro-
05 Appropriate team composition 3.82 gram Coordinators. http://www.hazlet.org/cms/lib05/
06 Commitment to team processes, 2.97 NJ01000600/Centricity/Domain/635/PBL_Guide.pdf.
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Dynamics and Team Building: Second Edition. Mon-
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5 CONCLUSION tice. Seventh Edition. London: SAGE Publications Ltd.
Nurlaela, Lutfiyah & Euis Ismayati. 2015. Strategi Bela-
Based on the finding described, it can be concluded jar Berpikir Kreatif. Surabaya: Universitas Negeri
that PjBL improves students’ ability on problem solv- Surabaya Press.
ing, creativity and team work. However it still needs Ramaswamy, Venkat & Francis Gouillart. 2010. The Power
of Co-Creation: Build It with Them to Bost Growth, Pro-
a follow up research to increase the four aspects ductivity and Profits. New York: Free Press.
(problem understanding, originality, commitment Restructuring Associates. 2008. Six Step Problem Solving
to team success and shared goals, and commitment Model. https://www.academia.edu/ 8229711/Problem_
processes, leadership and accountability) of the three Solving_Overview_SIX-STEP_PROBLEM_SOLV-
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www.cflo.com.cn/UploadFile/File/201302/63495566 2014. Penelitian dan Pengembangan Strategi Belajar
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09.27 pm. kir Kreatif dan Perilaku Berkarakter. LPPM Universi-
Berkeley. 2014. Polya’s Problem Solving Techniques. tas Negeri Surabaya: Laporan PUPT.
https://math.berkeley.edu/∼gmelvin/polya.pdf. Down- Samani, Muchlas, Moch Cholik, Suparji and Euis Isma-
loaded on September 12, 2015: 9.12 pm. wati. 2015. Teaching-Learning Strategy for Develop-
Boyd, Drew & Jacob Goldenberg. 2013. Inside the Box: ing Critical Thinking and Creativity for Engineering
Why the Best Business Innovation are in Front of You. Student Teachers. Paper presented on TVET Inter-
London: Profile Book Ltd. national Conference at Bremen University-Germany,
Fry, Heather, Steve Ketteridge & Stephanie Marshall. 2009. September 2–4, 2015.
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Teaching and Learning in Higher Education. Editors: & Inzanah. 2016. Berpikir Tingkat Tinggi: Problem
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202
The learning model development of higher order thinking

on electronics system subject
M. Anwar, N. Jalinus & Pardjono

Padang State University, Padang, Indonesia
ABSTRACT: The 21st century skills becomes the key of human resources’ competitiveness in the
future, essentially about mastery of thinking skills. Therefore, a valid, effective and efficient learning
model to improve students’ Higher Order Thinking (HOT) skills and also their specific competences is
very significant. This study was a developmental research by using Richey & Klein procedures of Type
Model II (model research) that was conducted in two phases: model development and model validation.
Model design was accomplished by in-depth literature review and Focus Group Discussion (FGD) with
the experts and senior lecturers related. Model validation was formed with expert judgement, pre-experi-
mental design, and applying confirmatory factor analysis procedures to assess the design of higher order
thinking skills construct. The study results shows that the learning model developed, factually, fulfills
the appropriate validity, effectiveness, and efficiency criteria. However, the model implementation to the
subject sample confirms that students’ HOT skills and electronics competences can be improved outright.
1 INTRODUCTION Based on the main ideas, the researcher might

comprehend that the main concept of the HOT
The concept of higher order thinking skills becomes skills is the complex thinking. The term complex
the main agenda after the Bloom’s publication refers to the interconnection among several basic
regarding the taxonomy of educational objectives. thinking skills with the balanced combination and
Bloom established a workgroup that discussed composition. The term complex also refers to the
three aspects and taxonomies namely the cognitive fact that the thinking process might be applied into
aspects, the affective aspects and the psychomo- the context of real life within the problem solving
tor aspects. These aspects or categories have been activities, the planning activities and the other activ-
the taxonomy classification from the simple range ities that demand more than simple thinking skills.
until the complex behavior and from the real con- Thereby, the complex thinking skills also refers to
struction until the abstract construction (Bloom, the sequential, the logical and the systematic think-
1956, p.30). Based on these results, the Bloom ing skills with more cognitive process. In addition,
taxonomy in the cognitive aspects is differentiated such individuals in general will be able to overcome
into six levels (knowledge, comprehension, appli- the real problems and situations in their life.
cation, analysis, synthesis and evaluation). The last Haladyna (King et al., 2009, p.27) mentions that
three levels are categorized into the HOT skills and the thinking complexity and the learning dimen-
are inputted into the taxonomy after the taxonomy sion might be stated into four levels of mental
has been revised in 2001 by Anderson-Krathwohl process (understanding, problem solving, critical
(Kratwohl, 2002). thinking and creativity) that might be implemented
Krathwohl, through several revisions upon into four types of content namely facts, concepts,
the Bloom taxonomy, views the learning objec- principles and procedures. Brookhart (2010, p.3)
tives from two dimensions namely the knowledge views the HOT in three terminologies namely the
dimension and the cognitive process dimension. HOT as transfer, the HOT as critical thinking and
The cognitive process dimension follows the six lev- the HOT as problem solving. As transfer, the HOT
els of verb format in the previous section namely to encourages the learners more to understand, to
remember, to understand, to apply, to analyze, to benefit and to implement what they have learned
evaluate and to create. Each thinking level might be (King et al., 2009, p.34). Then, as critical thinking,
categorized into four levels of knowledge, includ- the HOT “… is reasonable, reflective thinking that
ing the HOT skills. Thereby, the researcher might is focuses on deciding what to believe or do.” On
state that the create block is the highest HOT level the contrary, as problem solving the HOT includes
in the most abstract knowledge (meta-cognitive the thinking process for recognizing the appropri-
knowledge). ate path in order to achieve the desired objectives.
203
The HOT skills such as the creative-critical 2.1 Experiment design of product
thinking skill and the problem-solving thinking
The objective was to define whether the initial
skill are the skills that the university students
draft of model that had been developed would be
should master as a teacher candidate. Carroll
feasible or not for the implementation. The activity
(2007) explains that teachers should have the criti-
in the stage was performing a practical-evaluative
cal thinking ability and should deliver such capac-
experiment toward the good initial draft. In the
ity to their students. Similarly, Snyder & Snyder
expanded experiment that was conducted after the
(2008) reveal that a business educator should have
revision upon the model based on the analysis of
the critical thinking ability by considering that the
limited (small group) experiment results. In order
students are not information receiver but, instead,
to identify the model effectiveness, there should be
the students are information user. The teachers
several tests toward the improvement of thinking
who have such ability will encourage the students
skills and electronics competences... The measure-
to learn independently and to be able to solve the
ment on the results of experiment was conducted
real problems in their life. Beers (2012) quotes that
according to the experiment design (Creswell,
“Exemplary science education can offer a rich
2009, p.160) as in the following Figure 1.
context for developing many 21st century skills,
such as critical thinking, problem solving and
information literacy. These skills not only contrib- 2.2 Data collecting and instrument
ute to a well-prepared workforce of the future but
The data collecting was conducted under multiple
also give all individuals life skills that help them
techniques namely by means of literature study and
succeed.”
documentation, interview with multiple parties and
Recalling the challenges of 21st century and
questionnaires distributed among the students or
the internal condition related to the quality of
research subject (especially the learning groups of
nowadays graduates, the researcher is interested
Electronic Circuit Innovation Engineering course).
to develop an innovative learning model that
The experts and senior lecturers by means of
focuses on the improvement of HOT skills. The
Focus Group Discussion (FGD) was conducted to
study is to find an effective and efficient design,
elaborate and to validate the model guidelines, the
the mechanism and the stages of learning model
thinking skills instrument and learning design, the
development, especially for the teachers education
cognitive test on the mastery of electronics compe-
of electronics engineering. The study is also to dis-
tences and certainly the students’ HOT skills.
cover the feasibility of the learning model devel-
oped for improving the students’ HOT skills and
the effectiveness of the HOT learning model for 2.3 Data analysis
the domain of electronics engineering.
The results of data analysis were implemented in
order to define the further stage within the model
development. The data analysis that the researcher
2 METHOD
implemented referred to the research process in
each stage namely the descriptive analysis, the
The development model formed by R&D study
analysis toward the coefficient of inter-rater cor-
was the type II model design and development
relation (inter-rater agreement) by means of intra-
(model research) proposed by Richey & Klein
class coefficient correlation (ICC), the analysis of
(2007, p.8). The model research was intended to
Pearson correlation, the analysis of Spearman cor-
construct a new model or to develop an existing
relation, the analysis of Alpha Cronbach and the
model along with the requirements that facilitated
comparative analysis toward the results of differ-
the model use. There were 2 main stages that should
ential test along with the factorial analysis toward
be conducted in developing a new model by means
the fitness between the theoretical structure and
of this approach namely: 1) the model devel-
opment, consisting of comprehensive model
Gl Ot - X- 0 2 - X- 03
development and process development within
the model components; 2) model validation, con-
Progressively 1 group, pre-experimental (one-
sisting of internal validation toward the model group pre-test post-test design)
components and external validation toward the
model impacts. Each stage would be outlined in Gl X- - - - 0 } Comparatively 2 groups,
pre-experimental (post-test-
the section of development procedures that had ------------ only with nonequivalent
been designed, including preliminary study. This G2 ----- 0 groups)
stage had been an inseparable part from the
efforts of designing and developing the model Figure 1. The experiment design of model
comprehensively. effectiveness.
204
the empirical structure for the higher order think- 3.2 Model development
ing skills construct.
Based on the conceptual model constructed via
FGD, the researcher designed the HOT skills
learning model hypothetically as having been dis-
3 RESULTS
played in Figure 3.
The hypothetical model was designed by apply-
3.1 HOT skills construct
ing the aspects of input, process and output. In
Based on the literature review, the researcher the input level, the materials that would be used
would like to emphasize three main components of consisted of the learners’ initial information (with
the HOT skills. The three kinds of thinking skills 3 main variables; cognitive structure, CS; prior
were believed to be the key skills in dealing with knowledge; PK; and trait thinking, TT), the desired
the 21st century competition. In order to measure learning outcome (Electronic Engineering Study
in a more detailed manner, the thinking skills then Program, EESP’s LO) and 3 components of HOT
would be outlined skills into several aspects as hav- skills that would be strengthened. The input then
ing been displayed in the Figure 2 below. would decide the options of pre-condition,
In general, the experts assessed that the scoring the learning strategy and the type of assessment that
concept and guideline that had been implemented would be applied in the process level. The options
in designing the HOT skills instrument had been of strategy that would be proposed were experi-
very good although there should be revision. The ment, fault-finding and mini-project design; these
mean score of the experts in all items had been options would be outlined more tactically in the
good, namely 3.80, in accordance with the coeffi- stages of learning model implementation further.
cient of content validity (Aiken’s V) namely 0.93. The measure of successful model implementa-
The coefficient implied that each item had very tion would be apparent in the output level in the
good content validity and supported the content form of vocational competences based on the LO
validity of the instrument in overall. and (mainly) the improvement of HOT skills. The
Based on the test of reliability, the researcher hypothetical model was designed in such way in
found that the intraclass correlation coefficient order to pay attention to all aspects and variables
had been equal to 0.859 and the individual coef-
ficient had been equal to 0.550. According to the
criteria provided by Fleiss and Cicchetti & Spar-
row in Barrett (2001), the researcher might state
that the inter-rater agreement index belonged to Learner:
the excellent category (very good, > 0.74) while the GS,PK
&TI competences form. of
individual index (consistency) belonged to the fair EESP
category (moderate range of 0.40–0.59). Then, the
significance rate had been significant where the '-----~~- -~=------______]
P-value < 0.05. Thereby, the researcher might state
that the conceptual design of HOT skills learning
model had been valid and reliable.
Assessing performance & skills evaluation
Analysis, evaluation, c<>mparative study, problem

interpretation, problem analysis, insight, thinking
alternatively, innovative
• Ability to define and tmalyze problems

• Ability to apply and improve on thinking skills
• Ability to look for alternative ideas & solutions
• Abilitv to "think outside the box"
Learning to strengthen
Thinking HOTS and eledronic:s
Alternatively
competences outright
Innovative
Figure 3. The HOT learning model final

Figure 2. Higher order thinking skills components. hypothetically.
205
Table 1. The results of differentiation test for the model strengths and the weaknesses of the existing mod-
group and the control group. els. The developed model offers 3 optional learn-
ing strategies that can be selected. The strategies
U test* t test Significance have demonstrated the strengths to effectively
Aspects Z0 Z t0 t P-value Sig.2tailed improve HOT skills and its components rather
than existing model like problem-based learn-
HOTS 2.056 2.546 0.05 0.017 ing. However, the three main factors (inputs),
EEC −1.960 −2.345 0.05 0.019 especially on learner factor, become the key of
success in model implementation and outcomes.
*By using Mann-Whitney U test. The feasibility of the model, in terms of learning
aspects based on the lecturers’ and the students’
that had been disclosed theoretically and concep- perception, belongs to the very good category. In
tually in the stages of model development. terms of mastery toward the electronic engineer-
ing realm, the model has also proved to be effec-
tive in improving the electronics competences
3.3 Results of experiment and effectiveness test
significantly. The progress on the results of elec-
For the model implementation in the expanded tronics cognitive competence measurement has
experiment, the researcher performed 3 tests of good improvement especially after the final stage
electronics competences in accordance with the of model implementation.
design of one-group pre-test post-test. The score
of the test results were correlated to the students’
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206
The implementation of multimedia animation to improve the mastery

of material about crystal defects in engineering courses
M. Komaro, A. Djohar, A. Setiawan, B. Hasan & A. Wibi

ABSTRACT: The most recent data from the lecturer of engineering materials indicates that only 41.6%
of the students could solve Crystal Defects-related problems. Therefore, this research was conducted on
the implementation of multimedia animation on Crystal Defects material. This study aims to obtain
information on the students’ ability of concept mastery and responses after they experienced the learn-
ing process using multimedia animation on Crystal Defects material in engineering materials course. The
research method used is pre-experimental design in the form of One group Pre-test Post-test design. Data
collection was conducted using tests, namely pretest and posttest. The results showed that the students
from lower group who used MMA in the learning of Crystal Defect material in Engineering Materials
course are better than those from upper group. The implementation of MMA also helps the students to
better understand the material content and facilitates their learning process.
1 INTRODUCTION material properties are determined by its atomic

structures in micro or determined by its micro-
Education has an importantmeaning in life, that structures. The explanations of these concepts are
is, improving the quality of human resources in represented in pictures and theories that generally
any field, therefore the quality of education must describe abstract events since these events cannot
be continuously improved. In the world of edu- be observed by unaided eyes because of the small
cation, the advancement of education is not only size of the atoms. The difficulty in understanding
the responsibility of the government but also the abstract, complex and dynamic concepts is a prob-
responsibility of teachers, parents and students. To lem in the learning of engineering materials.
improve the quality of education, refinement needs Based on the fact above, in order for prospective
to be conducted in the field of education in order teachers to master engineering materials course
to produce high quality students. that is considered difficult, refinement in learning
Prospective teachers are not only equipped with needs to be conducted so that it is no longer dif-
pedagogical and solid professional knowledge, ficult. Even though it is still not easy, at least it is
but they also have to master subject competence not boring if it is repeated or studied alone, thus
that will be taught when teaching. The weaknesses it can finally be mastered. A type of technology
of prospective teachers are learning happening that can be utilized for this purpose is Informa-
globally everywhere caused by the limitation of tion and Communication Technology (ICT), with
humans that have separate visual and verbal infor- consideration that nowadays students are gener-
mation processing system. Human visual and audi- ally able to easily access computers, which are uti-
tory working memory systems are very limited, so lized in learning or courses. One the alternative of
learning that only involves visual and verbal infor- its utilizations is in the form of e-learning, virtual
mation does not last long and is not effective to reality and interactive multimedia (MMI). The use
absorb much information (Mayer, 2009). of interactive multimedia is more effective than
One of the difficulties encountered by students the use the media presented through printed media
in understanding Crystal Defects material, besides with face-to-face activity and is also more effective
the learning process, is allegedly caused by the than the use of the media presented through web
abstract, complex and dynamic characteristics of with online learning.
the material. With such characteristics, the stu-
dents are required to master the material concept
in order to understand it. 2 METHOD
Weaknesses in learning certainly happen in
every field, on the problems people work at that Two groups are required to see the extent of
are related to students/prospective teachers’ weak- the improvement of concept mastery in learn-
nesses in Engineering Materials course, where all ing usingmultimedia animation. The first group
207
is lower group, consisting of students who have Hake (2002), namely: 1) increase with “high-gain”,
low pretest results and the second group is upper if (N-Gain) > 0.7; 2) increase with“medium-gain”,
group, consisting of students who have high pre- if 0.7 ≥ (N-Gain) ≥ 0.3; and 3) increase with “low-
test results. The division of this thinking groups gain”, if (N-Gain) < 0.3.
was determined by the result of the initial pretest
conducted on the students before the treatment-
was given. The research design used in this study 3 RESULT
is Pre-Experimental Designs in the form of One-
Group Pretest-Posttest Design. The underlying The result of preliminary study showed that the
reason for the selection of this research design is students who took engineering materials course
because the sample was not selected randomly, so encountered difficulty on the material about
this research design is suitable with the author’s abstract calculation and movement of atoms. Con-
research (Sugiyono, 2014). sidering the importance of engineering materials
In this design there is pretest before treatment, course, and based on the data showing that students
so the result of the treatment can be known more encountered difficulty on Crystal Defect material,
accurately because it can be compared with the an effort of improvement is required in order to
situation before being given treatment. The design make the process easy to understand. One attempt
pattern used in this study can be seen in Table 1. to do it is using media that is not only theoreti-
In this research design pattern, there are two cal, but also practical, economical, accessible, and
groups consisting of lower group and upper group teachable, thus allowing the material to be studied
that were not chosen randomly. These twogroups repeatedly. The efforts to meet the accessible crite-
were divided through a pretest to determine dif- ria will be performed by manipulating the theoreti-
ferences in their ability in the population. After cal model (pictures) into realistic model so that it
being given a pretest, they were divided into two will be teachable in the form of multimedia.
groups: lower group and upper group, which were Development of science aims to understand how
subsequently given treatment, which is the learning students learn. In the efforts to apply the science of
using multimedia animation. Furthermore, they learning, the challenge in education is the develop-
were given post test to determine the difference in ment of instructional science that aims to under-
learning outcomes between the two groups. The stand how to present materials in a way that helps
questions in pretest and post test are the same. students to learn (Mayer, 2008). Animation mul-
The difference of two averages of two samples timedia on atomic Crystal Defects was created in
wasused to determine whether the lower group and order for the learning to be representative enough
the upper grouphave difference in N-Gain (nor- to realistically explain the concepts of a system so
malized gain) based on Hake (2002), namely: it will be accessible by learners, which in turn cre-
ates the effect of learning experience. Meanwhile,
% actual gain
i the data of pretest and posttest in control and
(N G in) =
Gai experiment class was used to calculate N-Gain val-
% potential gain
i
% skor
k postes
p % skor pretes ues which are the improvement of students’ ability.
= (1) N-Gain values are presented in Table 2.
1 − % skor pretes
100 The increase of Concept Mastery ability on
Crystal Defects material in the lower group using
In this study, descriptive analysis of N-Gain was MMA reached an average of 83% or high cat-
also performed using N-Gain criteria based on egory. This is higher than the increase of Concepts
Mastery ability using MMA in the upper group,
Tabel 1. One-group pretest-posttest design.
Group Pretest Treatment Posttest

Table 2. Results of the calculation of pretest, posttest,
Lower OL1 X OL2 and n-gain of concepts mastery on crystal defects.
Upper OU1 X OU2
Class group Pretest Posttest N-Gain
Keterangan:
OL1 = Result/condition of concept mastery of lower Upper Highest 65 95 0.91
group; Lowest 45 75 0.50
OU1 = Result/condition of concept mastery of upper Average 55.71 85.71 0.68
group; Lower Highest 40 95 0.93
X = Treatment using multimedia animation; Lowest 10 80 0.71
OL2 = Result of lower group after being given treatment X; Average 29.12 87.94 0.83
OU2 = Result of upper group after being given treatment X.
208
which reached the average of 68% or medium process, thus the implementation of animation
category. and simulation in classrooms will continue to
Development of science aims to understand grow (Falvo, 2008). Learning outcome related to
how students learn. In the effort to apply the sci- concept mastery is deeper because of the exist-
ence of learning, the challenge in education is the ence of long term memory as stated by Berk
development of instructional science that aims to (2009). This is influenced by almost all interesting
understand how to present materials in a way that aspects of multimedia project features. Multime-
helps students to learn. To achieve the purpose dia is not only interesting to see, but should also
above, educational experts created various educa- be beautiful/aesthetic, enjoyable and entertaining
tional media with different emphasis and with cor- (Chorianopoulos, 2008). Signaling can be made to
responding principles. For researches and creation highlight important materials, as well as improv-
of multimedia, Mayer formulated seven principles ing concentration, by giving different colors and
of multimedia design, namely: multimedia, spatial making it blinking (Harp & Mayer, 1998). Another
closeness, temporal closeness, coherence, modalities, thing that is also performed to gain attention is the
redundancy, and individual differences (Mayer & addition of redundancy, that is, adding text to the
Mayer, 2001). screen for the animation narrated by only display-
Meanwhile specific principle which character- ing the text narrated (Moreno & Mayer, 2002).
izes the engineering materials multimedia anima- Crystal Defects MMA has the following
tion-based e-bookies accessible or affordable by advantages:
students’ reason. This becomes a major emphasis
− Displaying information that is not only in text
related to the characteristics of Engineering Mate-
and images, but also concretizing abstract mate-
rials course whose characteristics are determined
rials, clarifying messages so the messages are not
by micro properties, namely: structure of atoms,
too verbalistic, and overcoming the limitation of
dynamic movement of atoms and abstract prop-
space and senses.
erties. The micro size that is extremely small and
− Accommodating students/learners in: providing
abstract requires an appropriate media to under-
interactive process and the easiness of feedback,
stand, and for that, MMA has become a medium
easiness of systematic control in learning proc-
that can meet these needs. Meanwhile the proce-
ess and freedom in determining learning topic.
dure of MMA development includes the steps
− Increasing students’ learning passion and spirit,
generally performed, namely: analysis, early devel-
because: there is direct interaction between stu-
opment, limited testing and final product testing.
dents and learning source, learning can be more
Basic principle of MMA as research result in
interesting, learning process can happen anytime
the form of findings is the involvement of students
and anywhere, it is possible to learn independ-
in giving opinions and in the simulations of think-
ently based on students’ talents and abilities, and
ing. MMA on engineering materials was created
there is uniformity in: stimulation, experience
for active learning that produced student-centered
and students/learners’ perception.
media, even though it is not yet available for all
− Learning is shorter and the outcome is better, as
materials. Narration was created in the form of
a result of: learning time that can be shortened,
questions to be answered in students’ mind and the
the limitations can be overcome, which include:
students are given time to think. The purpose is
space, time, energy, and senses. Students’ posi-
to involve the students in giving opinions, and it is
tive attitude on learning materials and learning
expected that the students will achieve the learn-
process can be increased. Consequently learning
ing outcome of 70%. Subsequently the answers are
quality can improved.
displayed in the form of animation to correct the
result accuracy of students’ thinking. This is also
meant to involve students in thinking simulation, 4 CONCLUSION
so the learning outcome is expected to increase to
90%, as the result of the involvement in simula- MMA is more interesting, easier and faster in
tion. Basic principles of creation and production improving the ability of concept mastery. The
of MMA result in better and lasting learning out- improvement of Concept Mastery ability on
come, that combines text read, voice heard, and Crystal Defects material in lower groups using
still and moving images or animation seen. MMA reached high category. It is higher than
Current development of learning tools is avail- the increase of Concept Mastery ability in upper
able and easier to use, so the trend of teachers group using MAA which reached medium cat-
designing and implementing the animation they egory. Therefore, atomic Crystal Defects MMA
make themselves will continue. This development has been proven to improve the ability of Concept
trend is easy to combine with wider understand- Mastery better and is more suitable for students
ing about how these tools can help the learning with low early ability.
209
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room. International Journal of Technology in Teaching science learning. Journal of Educational Psychology
and Learning. 5(1): 1–21. 90(3):414–434.
Chorianopoulos, K. 2008. User interface design prin- Moreno, R. & Mayer, R.E. 2002. Verbal redundancy
ciples for interactive television applications. Interna- in multimedia learning: When reading helps lis-
tional Journal of Human-Computer Interaction 24(6): tening. Journal of Educational Psychology 94(1):
556–573. 156–163.
Falvo, D.A. 2008. Animations and simulations for teach- Mayer, R.E. 2008. Applying the science of learning:
ing and learning molecular chemistry. International evidence-based principles for the design of multi-
Journal of Technology in Teaching and Learning. 4(1): media instruction. The American psychologist 63(8):
68–77. 760–769.
Hake, R.R. 2002. Relationship of individual student nor- Mayer, R. & Mayer. 2001. Principles of Multimedia
malized learning gains in mechanics with gender, high- Design. Multimedia Learning. pp. 5–10.
school physics, and pretest scores on mathematics and Mayer, R. E. 2009. Multimedia learning (2nd ed.). New
spatial visualization. The Physics Education Research York: Cambridge University Press.
210
Students’ competence with reasoning ability using problem-based

instruction modules in ‘building materials science’
N.F.D.B. Pakpahan
Universitas Negeri Surabaya, Surabaya, Indonesia
ABSTRACT: This study aims to determine the effect of student competence in terms of the reasoning
ability between using problem-based instruction modules and jobsheets in a ‘Building Materials Sciences’
course. The method used is experimental with factorial design (2 × 2). The study population consisted of
students of Civil Engineering. The research samples in the experimental and control groups were each
formed from 30 students in the Civil Engineering Education Department at the Universitas Negeri, Sura-
baya. The research instrument used was a test of both cognitive competence and reasoning ability. Rea-
soning ability tests are intended to determine the level of logical thinking in formal and concrete terms.
The results obtained are: 1) overall, there are differences in student competence between using Problem-
Based Instruction (PBI) modules and jobsheets on a ‘Building Materials Science’ course; 2) overall, there
are differences in student competence between formal reasoning and concrete reasoning in a ‘Building
Materials Science’ course; 3) there are differences in student competence for both the formal and concrete
reasoning groups between using PBI modules and jobsheets on a ‘Building Materials Science’ course, with
those students using PBI modules showing higher competence.
1 INTRODUCTION to the highest concepts. If the student’s for-

mal reasoning is high then competence will be
Learning Building Materials Science requires a high anyway, likewise the reverse applies. Thus,
learning process carried out continuously from the in applying a model of learning we need to pay
most basic to the highest of concepts. Understand- attention both to the material being taught and
ing and controlling the fundamental concept is the level of formal reasoning of which the stu-
believed to be able to determine the success of the dents are capable.
students to develop their competence. Piaget (1964) explains that the intellectual sys-
Regarding teaching and learning activities, the tem of children at the stage of cognitive develop-
researcher found the following: first, student results ment that illustrates the level of reasoning consists
show that subject mastery by students in Building of four phases: 1) sensory motor (0–2 years), 2)
Materials Science has still not been achieved. Sec- pre-operational (2–7 years old), 3) concrete opera-
ond, the results of the competency test show that tional (7–11 years old), and 4) formal operational
out of an average of 35 students, two students (11 and over).
(5.71%) obtained score D (fail), and six students Nur (1991) defines formal reasoning as the abil-
(17.14%) obtained score C. Third, implementation ity to think correctly in reaching the truth, and dis-
of learning uses jobsheets. Teaching materials to tinguishing between accepted reality and desired
practice learning or practicum in a workshop or expectations. Students who are aged 11 and over
in the laboratory are printed on these jobsheets. have formal reasoning; they are able to think in
The jobsheet contains a practicum that includes both symbolic and abstract ways regarding the
measures of operational work, working drawings object being observed, systematic, purposeful,
of the material that is to be practiced and includes and achievable, in addition to being able to think
the results of the evaluation sheet of the students’ in terms of inductive, deductive and empirical
practice. rational reasoning. Aspects of formal reasoning
Based on these facts, maximum effort is needed include combinatorial reasoning, correlational rea-
to implement learning to develop students’ for- soning and proportional reasoning.
mal reasoning so as to improve their mastery of Lawson (1980) describes five characteristics of
competence. Lessons need to be implemented in formal reasoning: 1) identifying and controlling
formal reasoning in the form of getting used to variables as an ability to identify the most signifi-
thinking from the most basic concepts through cant variables, especially for solving the problem;
211
2) the ability to think in combinatorial terms—to 4) What are the differences in students’ compe-
combine multiple factors and then reach a conclu- tencies for the concrete reasoning group between
sion as a result of the merger, especially in solving a using problems-based instruction modules and
problem; 3) the ability to think of correlation—to jobsheets in Building Materials Science study?
analyze problems by using relationships or causal
aspects; 4) the ability to think of probability—a
way of thinking to resolve the matter through iden- 2 RESEARCH METHODOLOGY
tifying probability trends; 5) the capacity to think
proportionately—the ability to solve problems in a 2.1 Location and time research
proportional way. Thus, a child has formal reason- The research was conducted at the Department of
ing when he or she has these five characteristics. Civil Engineering, Faculty of Engineering, at the
Learning based on problem-based instruc- Universitas Negeri, Surabaya. The research com-
tion uses syntax to stimulate students to think at menced in March 2016 and continued until July
a high rate in steps. The teacher: 1) explains the 2016.
purpose of learning and the logistics required, and
motivates students engaged in selected problem-
2.2 Population and sample
solving; 2) helps students define and organize
study duty pertaining to the issue (set topic, duty, The population for the research is students of
schedule); 3) gets students to collect appropriate Building Engineering education in the Civil Engi-
information, experiment to obtain an explanation neering department, Universitas Negeri, Surabaya.
for problem-solving, collect data, form a hypoth- The samples were collected using a technique of
esis, problem-solve; 4) helps students in planning purposive sampling where both the experimental
prepared work in accordance with the report their class and control class consisted of 30 students
fellow students make; 5) helps students to reflect each.
upon and/or evaluate their investigation and the
processes they used.
2.3 Research method
Student competency standards can be achieved
according to learning objectives when students This study is a quasi-experimental study that aims
conduct testing of these materials. Testing of to determine the effect of student competency in
various building materials can be achieved to the reasoning ability between using modules and using
maximum when the lesson is conducted from the jobsheets. This study uses two factors with two
most basic concepts to the highest concepts using levels (groups). The design was a factorial design
modules. Students have to perform a series of tasks (2 × 2) using an experimental group that was taught
in carrying out the tests, solving problems and ana- through the use of PBI modules, while the control
lyzing the test results, to draw appropriate conclu- group learned through the use of jobsheets.
sions based on logical principles. Troubleshooting
the topics of matter is closely related to aspects
associated with reasoning. Modules are teaching Table 1. Factorial design: learning using PBI modules
materials arranged in a systematic and interesting and jobsheets according to level of reasoning ability as
way that includes content, methods and evalua- indicator of student competence.
tions that can be used independently to achieve the
expected competencies. Reasoning (X2 = B)
Based on this, it is important to implement Student competence
learning materials science based on Problem-Based (Y) Formal (B1) Concrete (B2)
Instruction (PBI) by using modules with which Learning PBI module (A1) A1B1 A1B2
students can develop formal reasoning. Formal (X1 = A) Jobsheet (A2) A2 B1 A2 B2
reasoning skills are needed in practical learning,
especially in problem-solving tests materials. Explanation:
Thus the study was conducted to answer the A1 = student competence using PBI modules;
following problems: 1) What, as a whole, was the A2 = student competence using jobsheets;
difference between the students’ competence using B1 = formal reasoning of student;
PBI modules and jobsheets in Building Materials B2 = concrete reasoning of student;
Science study; 2) What was the overall difference A1B1 = student competence with formal reasoning
in student competency between formal reasoning using PBI modules;
A1B2 = student competence with concrete reasoning
and concrete reasoning in Building Materials Sci- using PBI modules;
ence study; 3) What are the differences in students’ A2B1 = student competence with formal reasoning
competencies for the formal reasoning group, using jobsheets;
between using problem-based instruction modules A2B2 = student competence with concrete reasoning
and jobsheets in Building Materials Science study; using jobsheets.
212
2.4 Instruments (jobsheets ‘Tile Testing’, ‘Testing Stone-Brick’,
and ‘Testing Ceramics’).
Reasoning ability tests were used to measure the
level of students’ formal reasoning (controlling
variables, and proportional, combinatorial, prob- 2.5 Analysis technique
abilistic and correlational reasoning). This test is
Before testing the hypothesis, initial tests are a pre-
a standard test adapted from a Test Of Logical
requisite and included tests of normality and homo-
Thinking (TOLT). The competence test is a test of
geneity. Hypothesis testing was performed using
cognition that determines a student’s competency
Analysis Of Variance (ANOVA) two-way tests and
in Building Materials Science.
continued with Scheffé’s test. The test results of nor-
Implementation of learning in the experimental
mality using a chi-square test on the competence of
class used PBI modules (modules ‘Tile Testing’,
each student learning group was as shown in Table 2.
‘Testing Stone-Brick’ and ‘Testing Ceramics’) that
The results of the students homogeneity test
were feasibility-tested by an expert in his field and
using problem-based learning show that the F value
then tested on 30 students. In the control class,
is 2.63. In Table 3, it is shown that Ftable = 4.00 with
learning was conducted as usual using jobsheets
error level α = 0.05. Because F = 2.63 < Ftable = 4.00
then both of these learning otherwise homogeneous.
Table 2. Normality test results summary of student
competency in learning module–jobsheet group (A) and
formal–concrete reasoning group (B). 3 RESULTS AND DISCUSSION
Value Description of data students’ competence between
using PBI modules and jobsheets in formal reasoning
No. Group χ 2
χ table (α = 0.05) χ table (α = 0.01) Sum
2 2
and concrete reasoning on Building Materials Sci-
1 A1 6.703 11.1 15.1 normal ence. The research hypothesis testing was conducted
2 A2 10.884 11.1 15.1 normal using ANOVA harmonics, by using the average
3 A1B1 6.092 9.49 13.3 normal method is not balanced or the method of unweighted
4 A1B2 5.383 7.81 11.3 normal means for n each sub-class (self) is different.
5 A2B1 2.495 9.49 13.3 normal The first hypothesis proposed is: overall, the
6 A2B2 5.226 9.49 13.3 normal students’ competence using PBI modules (A1)
is higher than those using jobsheets (A2). In the
ANOVA calculation of the significance test of the
Table 3. The result of ANOVA calculations (2 × 2)
mean differences in student competence for those
between learning with PBI modules and jobsheets in for- using PBI modules (A1) and those using jobsheets
mal and concrete reasoning. (A2), the value obtained is F = 36.98 > Ftable = 7.08,
at significance level α = 0.01 and dk = 1; 58.
Learning (X1 = A) Thus the null hypothesis (H0) is rejected and the
alternative hypothesis (H1), which stated that over-
Competence Module Jobsheet all the competence of students in the group using
(Y) (A1) (A2) ∑b modules based on PBI is higher than the group
using jobsheets, is accepted.
A1B1 A1B2 Row 1
The second hypothesis proposed is: overall, the
n11 = 21 n12 = 16 nb1 = 37 competence of the students in the group with for-
F ∑Y11 = 1760 ∑Y12 = 1265 ∑Yb1 = 3025 mal reasoning (B1) will be higher than the group
(B1) M11 = 83.81 M12 = 79.06 Mb1 with concrete reasoning (B2).
= 162.87 In the result of the ANOVA test on the signifi-
Reason- ∑Y211 = 148000 ∑Y212 = 100475 Tb1 = 248475 cance of the mean difference in student competence
X2 = B
A2 B1 A2 B2 Row 2 between the group who have formal reasoning (B1)
C n21 = 9 n22 = 14 nb2 = 23
and the group with concrete reasoning (B2), the
(B2) ∑Y21 = 660 ∑Y22 = 995 ∑Yb2 = 1655
value obtained was F = 5.33 > Ftable = 7.08, at sig-
nificance level α = 0.001 and dk = 1; 58.
M21 = 73.33 M22 = 71.07 Mb2 = 144.4
The result of the calculation of the mean differ-
∑Y221 = 48650 ∑Y222 = 71275 Tb2 = 119925
ence in student competence using Scheffé's method
Column 1 Column 2 TOTAL obtained the value of F = 153.51 > Ftable = 7.08, at
nk1 = 30 nk2 = 30 nT = 60 a significance level α = 0.001 and dk = 1; 58. This
∑k ∑Yk1 = 2420 ∑Yk = 2260 ∑YT = 4680 means that the difference in the competence of
Mk1 = 157.14 Mk2 = 150.13 MT = 307.27 students in the group who have formal reasoning
Tk1 = 196650 Tk2 = 171750 TT = 368400 (81.76), which was higher than the group with con-
crete reasoning (71.96), was very significant.
213
Table 4. Summary ANOVA (2 × 2) results of group learning module–jobsheet (A1–A2) and formal–concrete reason-
ing (B1–B2).
Ftable
Source of variation Sum of squares dk Average SS F-count α = 0.05 α = 0.01
Rows (A) 1165.66 1 1165.66 36.98** 4.00 7.08

Columns (B) 167.91 1 167.91 5.33* 4.00 7.08
Interact (A × B) 21.19 1 21.19 0.67 n.s. 4.00 7.08
In group 1765.10 56 31.52
Total 3119.86 59
The result of the calculation of the mean difference in student competence using Scheffé’s method obtained the value
of F = 23.39 > Ftable = 7.08, at significance level α = 0.01 and dk = 1; 58. This means that the competence of students
using PBI modules (80.67) was higher than those using jobsheets (75.33), which is very significant.
Table 5. The result of comparison test with Scheffé’s

method: difference between students’ competence in students with formal reasoning, the competence of
module–jobsheet and formal–concrete reasoning learn- the students in the group using modules based on
ing groups. PBI was higher than that of the group using job-
sheets, is accepted.
dk Ftable The fourth hypothesis proposed is: for the stu-
Variation Square (k−1); dents who have concrete reasoning (B2), the com-
source total k (n−1) F-count α = 0.05 α = 0.01 petence of students using PBI modules (A1B2) was
higher than those using jobsheets (A2B2).
A1-A2 23.39 2 1; 58 23.39** 4.00 7.08
From the calculations, the average score of stu-
B1-B2 153.51 2 1; 58 153.51 4.00 7.08
dent competence in the learning groups using PBI-
A1B1-A1B2 6.50 4 1; 56 6.50* 4.00 7.08
based modules with concrete reasoning (A1B2) was
A2B1-A2B2 0.89 4 1; 56 0.89 4.00 7.08
A1B1-A2B1 21.95 4 1; 56 21.95** 4.00 7.08
73.33. The average score of student competence
A1B2-A2B2 15.12 4 1; 56 15.12 4.00 7.08
in the learning group with jobsheets with concrete
reasoning (A2B2) was 71.07.
Based on the ANOVA calculation, which was
continued with Scheffé’s method, to test the differ-
Thus the null hypothesis (H0) is rejected and the
ence between the average competence of the stu-
alternative hypothesis (H1), which stated that over-
dents lie on the lines A1B1 – A2B2 (concrete reasoning
all the competence of students who have formal
group), which obtained the value of F = 15.12 >
reasoning is higher than the group with concrete
Ftable = 7.08, at significance level α = 0.01 and
reasoning, is accepted.
dk = 3; 56. This means that for the students with
The third hypothesis proposed is: in the students
concrete reasoning, the difference between student
who have formal reasoning (B1), the competence of
competence when using PBI modules (73.33) and
students in the group using modules based on PBI
using jobsheets (71.07) is very significant.
(A1B1) was higher than the group using jobsheets
Thus the null hypothesis (H0) is rejected and the
(A2B1).
alternative hypothesis (H1), which stated that for
The calculation results average for student compe-
the students with concrete reasoning, the compe-
tence in learning groups using modules based on PBI
tence of those using PBI modules was higher than
with formal reasoning (A1B1) was 83.81. The average
those using jobsheets, is accepted.
student competence in the learning group using job-
sheets with formal reasoning (A2B1) was 79.06.
Based on the calculation of the mean difference
4 CONCLUSIONS AND
in student competence using Scheffé’s method, the
RECOMMENDATIONS
value obtained was F = 21.95 > Ftable = 7.08, at a
significance level α = 0.001 and dk = 3; 56. This
4.1 Conclusions
means that for the students with formal reason-
ing, the difference between the competence of stu- The conclusions of this study are: 1) the compe-
dents in the group using modules based on PBI tence of students using PBI modules was higher
(83.81) and the group using jobsheets (79.06) is than those using jobsheets in ‘Building Materials
very significant. Science’ study, and was statistically significant;
Thus the null hypothesis (H0) is rejected and the 2) the competence of students with formal rea-
alternative hypothesis (H1), which stated that for soning was higher than those with concrete rea-
214
soning, which was also statistically significant; (Dean of the Faculty of Engineering, UNESA);
3) for the students with formal reasoning, the Prof. Dr I Wayan Susila, MT (Head of Research
competence of students using PBI modules was and Community Service of UNESA); Hendra
higher than that of those using jobsheets, and was Wahyu, C, ST, MT (Head of Civil Engineering,
statistically significant; 4) for the students with UNESA).
concrete reasoning, student competence when
using PBI modules was higher than when using
jobsheets, and this was statistically significant. REFERENCES
Bloom, B.S. (Ed.) (1984). Taxonomy of education objec-

4.2 Recommendations tives: Book I, Cognitive domain. New York, NY:
Longman.
Advice for the implementation of learning that uses Departemen Pendidikan Nasional. (2003). Pedoman
PBI modules: (1) see the guidance that contains all Penulisan Modul: Direktorat Jendral Pendidikan
necessary information such as the purpose of the Dasar dan Menengah.
learning, the modules, etc; 2) understand every teach- Ibrahim, M. & Nur, M. (2000). Pembelajaran Berdasar-
ing material; 3) do all exercises and tasks provided; 4) kan Masalah. Surabaya, Indonesia: UNESA Univer-
examine reading materials whose originality can be sity Press.
checked by both teachers and students; and 5) sort Jackson, N. (1978). Civil engineering materials. Hong
out website addresses in the reading materials to Kong: ELB & MacMillan.
broaden knowledge in relation to the materials. Lawson, B. (1980). How designers think. London, UK:
The Architectural Press.
The preparation of PBI modules are based on Nur, M. (1991). Pengadaptasian Test of Logical Think-
subjects taught at the faculty of Civil Engineering ing (TOLT) dalam Seting Indonesia. Surabaya,
of UNESA (Universitas Negeri Semarang) which Indonesia: IKIP Surabaya.
implies that those modules can also be imple- Ringsun, I.N.. (2004). Ilmu Bahan. Surabaya, Indonesia:
mented in other relevant places. But in the applica- UNESA University Press.
tion to be in accordance the contents of material Robbins, S.P. & Judge, T.A. (2007). Perilaku Organisasi.
based on field of study. Jakarta, Indonesia: Salemba Empat.
Singh, G. (1979). Materials of construction. Delhi, India:
Standard Book Service.
Supriyadi, E. (1997). Pedoman umum pengembangan
ACKNOWLEDGMENT bahan ajar Sekolah Menengah Kejuruan (SMK).
Fakultas Pendidikan Teknologi dan Kejuruan Institut
The author would like to thank all those who have keguruan dan ilmu pendidikan Yogyakarta.
assisted directly or indirectly in the completion of Tobin, K.G. & Capie, W. (1981). Patterns of reasoning:
the study and this article: Prof. Dr Warsono, MSi Controlling variables. Columbus, OH: Educational
(Rector of UNESA); Prof. Dr Ekohariadi, MPd Resources Information Center (ERIC).
215
Attention cueing in developing Simplified Data Encryption Standard

(SDES) simulation
P.W. Yunanto, A. Diamah & Soeprijanto

Universitas Negeri Jakarta, Jakarta, Indonesia
ABSTRACT: The Data Encryption Standard (DES) was one of the most widely used modern algo-
rithms particularly in financial applications. DES is no longer considered a secure algorithm. However,
DES remains important to study as it has similar encryption principles to its successors triple DES and
the Advanced Encryption Algorithm (AES). One approach to help students learn the DES algorithm is
through simulation. This paper aims to identify the effective type of attention cueing for DES simulation.
Two mock-ups designed using color and animated arrows as cueing were demonstrated to students for
feedback. The result shows that both color and animated lines cueing used in the mock-ups helped stu-
dents understand one of the DES processes represented by the mock-ups. Although the students’ prefer-
ences split as half students prefer color cueing while the rest likes animated lines better, our observation
indicates that animated lines were the better cueing at guiding the students in learning.
1 INTRODUCTION physics (Jimoyiannis and Komis, 2001). However,

there have been very few simulations developed for
Data Encryption Standard (DES) is one of com- learning cryptography. To the best of the authors’
plex modern cryptography algorithms. Although knowledge, there is only one literature on DES
most of the building block operations in DES are visualization by Tao et al., (2011). There are other
linear, DES is still difficult to understand because simulations available online, one is available at
of its lengthy process. Examples of DES applica- (“animation,” n.d.), however, it was very lengthy
tions are the PIN encryption in ATMs and the and contain errors. The other one which simulates
authentication of transactions over certain amount simplified DES can be found at (“Simplified DES
limit. DES is considered breakable since the 1990s Simulator,” 2008). However, this simulation serves
and has been replaced with triple DES and AES. more like a calculator with no further description
However, DES maintains an important algorithm on how each encryption process is performed. In
to learn because it is the key to understanding the addition, the work of Tao et al. (2011) did not dis-
new encryption standard AES and triple DES cuss the design aspects that make their simulation
(Tao et al., 2011). effective for learning.
Computer simulation has been long used to To address this gap, this paper describes the
help replicate the real-world process in a class- development process of DES simulation to help
room setting (Michael, 2002). According to Mills students understand DES algorithm using effective
(2002), computer simulation provides students the simulation principle. Specifically, this paper focuses
opportunity to acquire knowledge and construct on attention cueing, which is one of such princi-
their understanding. Simulation allows students ples. This paper is one part of our ongoing study
to repeat and explore the process of interest and on developing and evaluating a DES simulation.
consolidate learning (Hennessy et al., 2007; Wind-
schitl, 1998). For example, if they don’t under-
2 RELATED WORK
stand a process when running the simulation for
the first time, they can re-run the simulation many
2.1 How simulations can support learning
times, with different pace or different parameters.
Therefore their knowledge and comprehension According to Jimoyiannis & Komis (2001), com-
build up each time the simulation is run. Vari- puter simulations provide an open learning envi-
ous courses have incorporated computer simula- ronment and allow students to: develop their
tion in teaching, to name a few: statistics (Mills, understanding of a topic by making hypothesis and
2002), nursing (Kaveevivitchai et al., 2009) and testing ideas, isolate and manipulate parameters
217
which help them comprehend relations between As simplified DES consists of many encryption
parameters and variables, use different types of processes, we applied the effective design principles
representations such as pictures, graphs, numeri- discussed above to support better comprehension
cal data to understand the underlying concept and of simplified DES. In this paper we only focus on
processes they are learning and investigate com- the attention cueing principle.
plex, dangerous, happens-too-fast or time con-
suming phenomena in classroom settings. In real
world settings, DES happens very fast, depending 3 SIMPLIFIED DES
on the size of data being encrypted and the com-
puter computing power. A study by Elminaam Compared to the straightforward classic crypto-
et al. (2010) found that a set of text, audio, and graphy algorithms, DES is regarded as a complex
video data ranging from 33 Kbytes -139 Mega- and hard to understand encryption because of its
Bytes were all decrypted under 2 seconds using a lengthy process. In 1996 Prof. Schaefer from the
2.4 GHz CPU laptop. This finding by Elminaam Santa Clara University created a much simpler
et al. (2010) demonstrates that encryption using version of DES, called the Simplified DES (SDES)
DES happens very fast, making it impossible for (Schaefer, 1996). The simplified DES is not a
students to observe, let alone to learn DES real secure algorithm, but it is intended for educational
time. With a simulation, students can learn DES use. Instead of sixteen stages of encryption used
at their own paces. in DES, the simplified DES only has two stages. It
also operates with 8-bit keys instead of 56-bit keys
used in DES. The structure of SDES is shown in
2.2 Principles of effective simulation
Figure 1.
A research conducted by Wieman et al. (2008)
revealed that students who spent two hours with
“Circuit Construction Kit” simulation were better 4 METHOD
at understanding the current and voltage concepts
than students who conducted laboratory exercise In developing the simplified DES simulation, the
with real electrical equipment. Such result, accord- iterative software development lifecycle (SDLC)
ing to Wieman et al. was attributed by the engaging
simulation. In addition, Wieman et al. identified
several characteristics of an engaging simulation: Plain Text
(i) dynamic visual environments that allow users
to control them, (ii) moderate challenges which
are neither too easy nor too hard and (iii) com-
plex visualization that ignites curiosity without
being overwhelming. To achieve these characteris-
tics, students should be involved in the simulation
development and testing.
In line with point (i) suggested by Wieman et al.,
Plass, Homer & Hayward (2009) are of the view
that users should be provided with features that
allow them to control the simulation.
Plass et al. also point out that a simulation
should not place too much cognitive load on stu-
dents. Dynamic visualization often requires more
mental effort to understand. One way to reduce an
extraneous load of an animation is with the atten-
tion cueing (Amadieu et al., 2011). They used cue-
ing to guide students’ attention to key information.
In addition, effectively designed dynamic visualiza-
tion can help students focus their attention to key
information and minimize the need to process too
much information when such cueing does not exist
(de Koning et al., 2007; Mayer, 2005). Moreover,
dynamic visualizations are more effective than
static information when they are meant to be a Ciphertext
representational rather than a decorative aspect of
the topic (Höffler and Leutner, 2007). Figure 1. Simplified DES stages.
218
Re(luirement
Permutation and Expan- 1· 1· 1· 1· 1·1 ·1· 1 I
~
[ sion-> Four bits (1234) are ex-
/ "---A-nalysi______,s
panded (doubled) and rear-
ranged (pennutated) in this
G
order: 41 23 and 2341
l D"sign Figure 3. Mock-up 1 with color code cueing.
"'- [
Implementation/
Cod ing
/ Pennutation aud Expan-
sion-> Four bits ( 1234) are ex-
I I I I 1· 1· 1· I• I
1 2
I
]
I I
4
l !
panded (doubled) and rear- I
ranged (pennutated) in this

+ f
• 1 l 3 1 l 4 1
Figure 2. The iterative software development cycle. ordete 4123 aod 2341
Io 1· 1· 1· I I I I I
(Ruparelia, 2010) was used as presented in
I I I I 1· 1· 1· I•I
1 1 J •
Figure 2.
As seen in Figure 2, the initial stage of the
iterative SDLC is the requirement analysis. This
M=t11
involves analyzing what platform the simulation
will be running on. The design stage defines what
components should be in the simulation, how the Figure 4. Mock-up 2 with running lines cueing.
simulation interface looks like and what features
the simulation should have. Following the design
stage is the implementation, in which codes are 5 RESULTS AND DISCUSSION
written before testing is conducted to find errors
with the program (functional testing) or get feed- Table 1 lists the opinion of each student on the
back from users (usability testing). This paper mock-ups and which one is their preference.
focuses on the initial design involving attention The result presented in Table 1 shows that in
cueing. Two mock-ups were created using one of general, both cueing with color and running lines
the principles of effective simulation design: atten- help students understand one of the processes in
tion cueing. Before deciding what kind of cueing to the DES encryption, the expand and permutation.
be applied to the mock-ups, we chose the encryp- However, observing more closely, students took
tion process that appears most often in DES to be more time learning with color cueing than with
represented by the mock ups. Permutation takes running lines. When presented with mock-up 1
place at the beginning and the end of the DES where bit positions are illustrated with color, half
encryption, as well as in the fk function (as seen in of the students had to focus and they seemed to
Figure 1), making it the most frequent operation require more mental effort with color cueing to
in DES. Therefore, the permutation and expand decode the bits arrangement. When presented with
process was selected to be represented by the mock running lines, the majority of students immedi-
ups. ately associate the lines with the position of bits in
One mock-up was designed with color cueing the permutation. However, their choice of which
(as shown in Figure 3) and the other with ani- cueing they prefer is evenly distributed between
mated running arrows (as depicted in Figure 4). A color code and running lines. Considering that
total of ten students participated in the mock-ups there were more students who had difficulties
demonstration and feedback. We first showed the with understanding color codes than the students
mock-ups to each student. They were asked to read who were confused with running lines presenta-
a text containing the concept of expands and per- tion, we decided that cueing with running lines is
mutation before each mock-up was demonstrated. easier to understand. Therefore running lines will
After the students had viewed each mockup, we be used in the development of DES simulation for
asked the students to explain the expand and per- illustrating bits arrangement. This result suggests
mutation concept using the mockup and requested that when dealing with changes of position in the
their opinion individually on how well each mock- permutation, animated lines are better than color
up illustrates and explains the expand and permu- code in focusing students’ attention on how bits
tation concept. are rearranged.
219
Table 1. Students’ opinion on mock ups with cueing. to focus on the position aspect of a simulation.
The result of this study also helped us deciding ani-
Does the mock up help them understand the mated lines are the cueing to use in our subsequent
concept given? stages of SDES simulation development.
Mock up 1 Mock up 2
Student (color) (running lines) Preferences
REFERENCES
1 x √ Running lines
2 √ √ Running lines Amadieu, F. Mariné, C. & Laimay, C. 2011. The
3 √ √ Color code attention-guiding effect and cognitive load in the
comprehension of animations. Comput. Hum. Behav.
4 √ √ Color code
27: 36–40.
5 √ √ Running lines Animation [WWW Document], n.d. URL http://kath-
6 √ √ Color code rynneugent.com/animation.html (accessed 9.13.16).
7 √ √ Color code De Koning, B.B., Tabbers, H.K., Rikers, R.M. & Paas,
8 x x Running lines F. 2007. Attention cueing as a means to enhance
9 x √ Running lines learning from an animation. Appl. Cogn. Psychol. 21:
10 √ √ Color code 731–746.
Elminaam, D.S.A., Abdual-Kader, H.M., Hadhoud,
M.M. 2010. Evaluating the performance of sym-
metric encryption algorithms. IJ Netw. Secur. 10:
216–222.
This result is in line with the result of the experi- Hennessy, S., Wishart, J., Whitelock, D., Deaney, R.,
ment conducted by Finkelstein et al. (2005). In their Brawn, R., La Velle, L., McFarlane, A., Ruthven, K.
study, students who used the electrical circuit simu- & Winterbottom, M., 2007. Pedagogical approaches
lation performed better at concept questions than for technology-integrated science teaching. Comput.
the students who conducted laboratory practice Educ. 48: 137–152.
with the real equipment. According to Finkelstein Höffler, T.N. & Leutner, D. 2007. Instructional anima-
et al., the use of the visual flow of electrons helped tion versus static pictures: A meta-analysis. Learn.
Instr. 17: 722–738.
students understand the concept of current flow. Jimoyiannis, A. & Komis, V., 2001. Computer simula-
The use of explicitly moving electrons serves as a tions in physics teaching and learning: a case study on
cue of current flow. In our case, by visually indicat- students’ understanding of trajectory motion. Com-
ing how bits are repositioned with moving lines, the put. Educ. 36: 183–204.
majority of students grasped the permutation and Kaveevivitchai, C., Chuengkriankrai, B., Luecha, Y.,
expand concept better than using the color code. Thanooruk, R., Panijpan, B. & Ruenwongsa, P. 2009.
Enhancing nursing students’ skills in vital signs assess-
ment by using multimedia computer-assisted learning
6 CONCLUSION with integrated content of anatomy and physiology.
Nurse Educ. Today 29: 65–72.
Mayer, R.E. 2005. Principles for reducing extraneous
This paper has presented one part of our ongo- processing in multimedia learning: coherence, sign-
ing research to develop and evaluate a simplified aling, redundancy, spatial contiguity, and temporal
DES simulation. In the initial design phase of the contiguity principles. Camb. Handb. Multimed. Learn.
SDLC, two mock ups representing the permuta- 183–200.
tion and expand process were created with atten- Michael, K.Y. 2002. The Effect of a Computer Simulation
tion cueing. Attention cueing is one of the design Activity versus a Hands-on Activity on product Crea-
principles for effective simulation. One mock-up tivity in Technology Education. J. Technol. Educ. 13.
accentuates the bits arrangement in permutation Mills, J.D. 2002. Using computer simulation methods
to teach statistics: A review of the literature. J. Stat.
with the color code. The other mock up applies Educ. 10: 1–20.
running lines to help students focus on how per- Plass, J.L., Homer, B.D. & Hayward, E.O. 2009. Design
mutation moves bits. Feedback from ten students factors for educationally effective animations and
reveals that both cueing helped them understand simulations. J. Comput. High. Educ. 21: 31–61.
the permutation process. Although their prefer- Ruparelia, N.B. 2010. Software development lifecycle
ences were evenly distributed between color and models. ACM SIGSOFT Softw. Eng. Notes 35: 8.
animated arrows cueing, a closer observation of Schaefer, E.F. 1996. A simplified data encryption standard
how fast and well each mock-up was understood algorithm. Cryptologia 20: 77–84.
by the students indicates that animated lines are Simplified DES Simulator. 2008. Hardw. Side Cryptogr.
Tao, J., Ma, J., Mayo, J., Shene, C.K. & Keranen, M.
better visual cueing in helping students understand 2011. DESvisual: A visualization tool for the des
permutation concept. cipher. J. Comput. Sci. Coll. 27: 81–89.
This study has given an insight that when dealing Windschitl, M.A. 1998. A practical guide for incorporat-
with a movement or position ordering simulation, ing computer-based simulations into science instruc-
cueing involving visual movement helps students tion. Am. Biol. Teach: 92–97.
220
The effectiveness of Student Team Achievement Division (STAD)

on academic achievement and social behavior
R. Febriana, Z. Akbara & Mahdiyah

Universitas Negeri Jakarta, Jakarta, Indonesia
ABSTRACT: An effective learning process is capable of improving the results of study and effecting
a positive change in student behavior. This research aims to establish the effectiveness of Student Team
Achievement Division (STAD) on academic achievement and social behavior. This research uses the quasi-
experimental method by performing the treatment on a student group. The research design used was a
pre-test/post-test control group design. Data collection was done using post-test and questionnaire. Data
analysis for student learning outcomes used a Mann-Whitney test, while an analysis of the cooperative
behavior of students used descriptive analysis. The results of this research indicate that: (1) learning with
STAD can improve student behavior including motivation, activity, cooperation, responsibility, requests
for help, mutual respect, and confidence; (2) student learning outcomes in cognitive improvement are also
quite significant. The implications of the application of this model are the increased cognitive and effec-
tive aspects of students.
1 INTRODUCTION The main contributions of this paper are: (1)

implementation of cooperative learning with the
Sekolah Menengah Kebangsaan (SMK) is one of Student Team Achievement Division (STAD)
the types of vocational education in Indonesia technique, (2) improvement of the social behavior
and is aimed at preparing the participants to enter of students, and (3) enhancement of student learn-
employment. ing outcomes.
This study looked at competence as a result of The initial assumption in this study (H1) is that
learning in the perspective of escalation, which there will be an improvement in student learning
covers three aspects, namely, knowledge, skills and outcomes with the application of the STAD coop-
attitude to work. In addition to demands for basic erative learning technique.
skills, as well as skills in the areas of a specialty,
the world of work requires the skills in terms of
2 LITERATURE REVIEW
the labor candidate’s temperament. Employability
skills are the abilities to manage behavior and atti-
2.1 The skills gap
tudes in the workplace to match those expected by
industry (McLeish, 2002). The term ‘skills gap’ has been identified by pre-
The Secretary’s Commission on Achieving vious researchers, and can be defined as ‘the dis-
Necessary Skills (SCANS) conducted a study to parity between the quality and adequacy of skills
identify and outline the skills required in the work- possessed by IS graduates and required by the IS/
place (Kane, 1990). Based on the review and deep IT industry’ (Scott et al., 2002). There have been
verification, SCANS defined two groups of skills: a number of explanations and causes for this
foundation skills and workplace competencies. skills gap: one is that rapid changes in technol-
Foundation skills are basic and thinking skills, and ogy make it difficult for individuals to obtain the
personal qualities. Workplace competencies con- requisite level of experience in these skills before
cern resources, interpersonal interactions, infor- they skills become outdated, and the other is a mis-
mation, systems, and technology. match between the academic perceptions of needs
In this study, the component’s behavior refers to and requirements (curriculums) and the actual
research (Andreas in Samani, 2007). It can be cat- skill requirements of industry (Scott et al., 2002;
egorized in employability skills. These skills can be Milton, 2000).
obtained from the learning process in schools, one Success in the learning process is often meas-
of them through the study of Cooperative Learn- ured by the achievement of competence of stu-
ing (CL). dents in terms of the cognitive aspect Jordan et al.
221
(2008) describe competency as the ability to per- induce more passion for learning. In general, all
form a set of tasks that requires the integration of learning techniques in this emphasize the coop-
knowledge, skills, and attitudes. eration of students in learning, both in presenting
The research results of Burnett and Jayaram an idea, or in completing tasks in the hope that a
(2012) found that employers are looking for three learning atmosphere is created that is more active
key types of skills: cognitive, non-cognitive, and and effective, bringing about the achievement of
technical. Cognitive skills include critical think- learning objectives (Slavin, 1995). The cooperative
ing and basic functions like literacy and numeracy. learning model has many techniques in its applica-
Non-cognitive skills are variously called ‘life skills’ tion, and one is STAD.
or ‘behavioral skills’ and include interpersonal Salehizadeh and Behin-Aein (2014) concluded
communication skills, while technical skills are that there is a positive difference in the results
usually geared toward a specific occupation. In of study and the attitude of students to study as
addition to this skills gap, the problem is com- a result of cooperative learning by the inquiry
pounded by the very limited interaction between method.
teachers and industry (Burnett & Jayaram, 2012). The implementation of this learning requires
A more detailed explanation of the results from the participation and cooperation of group learn-
such research can be seen in Figure 1. ing. Cooperative learning can improve the attitude
UNESCO (2012) identified issues related to of students toward learning better too, improving
effectiveness in the field of education. The problem some social behaviors (Rahmawati, 2013).
here is the gap created by a teacher who is only con-
cerned with the structure and content of learning
2.3 Social behavior
without providing an effective learning process.
Krech and Crutchfield stated that, according
to Ballachey (in Ibrahim, 2001), a person’s state
2.2 Student Team Achievement Division (STAD)
of behavior appears in the pattern of response
Cooperative learning is a model system where between humans, which is manifested in seg-
learning, studying and working is conducted col- mented interpersonal relationships. Social behav-
laboratively in small groups of 4–6 people to ior is also synonymous with the person’s reactions
toward others. Behaviors are associated with feel-
ings, actions, attitudes, believes, memories, and
respect for other people. A person’s social behavior
can also be defined as their attitude in response to
others’ attitude and each person’s attitude is differ-
ent to one another.
Baron and Byrne (in Ibrahim, 2001) stated that
there are four major categories that make up an
Non- individual’s social behavior, namely: (1) the behav-
cognitive
56% ior and characteristics of others; (2) cognitive
processes; (3) environmental factors; (4) culture.
Previous studies at international level show that
CL can enhance Tim’s work and the social abilities
of students (Cohen, 1994; Yang & Zheng, 2010).
CL can also improve cooperation within a team
(Kern et al., 2007; Smith, 1995). Group activities
Figure 1. Skills needed in South Asia (source: Burnett & improve students’ belief that success can be gained
Jayaram, 2012, p. 10). through positive dependence on others (Erdem,
2009; Smith, 1995).
Table 1. Indicators to be assessed in the teaching–learning.
Indicators
No.
Numbers Knowledge Comprehension Application Analysis Synthesis Evaluation assigned
assigned
1, 4, 5, 11 2, 3, 6, 12, 15 9, 14, 30 8, 10, 13 – 15
17, 21, 23, 24 16, 18, 19, 22 20, 25, 26 27, 28 29 7 15
Total 30
222
3 METHOD those of the post-test (Y2). The same test regime is
applied to the control class that is taught with con-
This research used the quasi-experimental method. ventional methods. This design can be described as
In this study, an intervention is applied to students summarized in Table 2 and the procedures in this
in the form of a model of cooperative learning using research are as shown in Figure 2.
the STAD technique. The class taught using STAD The measurement of social behavior is per-
techniques is called experimental class, whereas the formed by an instrument in the form of a question-
other class is called control class in which teaching naire about attitude acceptance. This questionnaire
and learning processes take place using conven- uses the Likert scale (Ridwan, 2007) as an alterna-
tional method. Both classes are then evaluated to tive to the answers of each respondent’s statements
see whether there is difference between class pro- and the students must select the single answer that
moting the treatment and the class that does not. best fits. Every item has its value scored between
Both classes, namely, the experimental class and the 1 and 5 in accordance with the level of the possi-
control class, were evaluated so as to see the differ- ble answers, which were Strongly Agree, Disagree,
ences induced after the application of the STAD Undecided, Disagree, and Strongly Disagree.
form of CL.
The social behavior of students is measured
using the following indicators: motivation, activ-
ity, collaboration, responsibility, requests for help,
4.1 Average score of pre-test and post-test
mutual respect, and confidence.
In the experimental class using CL-type STAD The average score results of the pre- and post-tests
methods (Y), the students are given a pre-test of both control and experimental groups are listed in
rating (Y1) at the outset, and after the learning Table 3.
intervention ends the students are awarded a post- Based on the results of the descriptive analysis
test score (Y2). The data results of the study are of public behavior, 75.2% of students agreed that
indicated by the difference (delta) in values the application of CL can improve community
obtained from the scores of the pre-test (Y1) and behavior, 9.8% of students stated that this learning
model cannot improve social behavior, while 15%
Table 2. Research design.
were unsure if this model improved social behavior.
Aspects of A Mann-Whitney test was applied to the data
knowledge as follows:
Difference
Class Pre-test Post-test in value nA ( nA + ) −R
UA nA .nB + A (1)
2
Conventional Y1 Y2 Y2-Y1
methods (X)
where UA = UA test statistics; RA = number of sam-
Methods of Y1 Y2 Y2-Y1
CL-type STAD (Y) ples with NA; and nA = the number of members of
the A sample.
:fucllvidlilla] f:est St:~~.ge
(Pre-test)
Stage Qj 'fhe Awa:rdl

Gl:ol!lp
:sro:re
Figure 2. Flowchart applicability CL-type STAD.
223
Table 3. The average score of pre- and post-tests for in ability was observed, then it can be concluded
experimental and control classes. that this happened as a result of the intervention.
The post-test score for the experimental class
The average score is 79.00 with a delta of 7.80. The mean post-test
Class Pre-test Post-test Delta (Δ)
score for the control class is 74.78 with a delta from
the average pre-test scores of 4.35. Based on this,
Conventional 70.43 74.78 4.35 the average scores of the learners using a STAD-
methods (X) type method of CL were higher compared to the
Methods of CL-type 71.20 79.00 7.80 mean score of the students who were taught with
STAD (Y) conventional methods. Statistical tests need to be
done to find out if the sample data can be used to
generalize the data population.
In other words, the application of the STAD
nB ( nB + ) −R method of CL can improve the learning outcomes
UB nA .nB + B (2)
2 of students significantly.
The results from this research were reinforced
where UB = UB test statistics; RB = number of sam- by the liveliness of the learners. This is because
ples with NB; and nB = the number of members of the idea of STAD is that learners work together to
the B sample. learn about and take responsibility for their own
The Mann-Whitney test was calculated by using lessons and also learn from others. In addition, it
the formula ‘U’ for large samples because the can increase the confidence of learners (Apriayani
sample size is greater than 20. UA is U for group et al., 2000).
A (experiments); from Equation (1) we obtain The advantage of CL is a positive interdepend-
the value of UA = 391.5. UB was U for the control ence among learners. The teacher created an atmos-
group (B). U used in this analysis is the smallest, phere that encouraged learners to feel a need for
that is, U = 183.5, so: each other. The occurrence of interpersonal interac-
tion forces the learners to engage in personal dialog,
nA.nB and this makes the learners more flexible, and makes
U− 183, 5 − 287, 5
2 it easier for them to learn with peers. Such conducive
z = = atmosphere created by the teacher leads to the exist-
( nA + nB + 1 49
nA.nB 575 (3) ence of personal responsibility where students are
12 12 responsible for themselves and at the same time help
104 9
97
=− =− = − 2,14 other fellow students. (Bennett, 1995).
2347, 9 48, 45 Models like cooperative learning can improve
skills in solving problems (process group). The
It is shown based on the statistical calculation main objective of all STAD learners is accelerat-
that the value of z is 2.14v. ing understanding (Slavin, 1995). So it can be said
Since the z is higher than the z table; there- that these methods influence student learning
fore, according to the Mann-Whitney crite- outcomes.
rion, the H1 is accepted. z = 2.14 > z-table = z This research shows that the application of
(α = 0.05 = 5%) = 1.96. This means that the H1 CL-type STAD helps students who are individu-
hypothesis is accepted. In other words, the appli- ally unable to understand the lessons. This learn-
cation of STAD-type cooperative learning can ing encourages students to work together and each
improve the results of learners, who do signifi- student is responsible for what is studied by other
cantly better than those taught with conventional students.
methods.
According to Table 3, the delta in the scores of
the STAD group was 7.80. The mean delta of the 5 CONCLUSIONS
scores from the control group is 4.35. Based on this
explanation, the mean scores of the learners using The results showed that CL-type STAD can
a STAD method were higher than the average improve student learning outcomes and are sig-
score of the students who were using conventional nificantly better than conventional methods. The
methods. experimental classes had an average increase of
Table 3 also shows that the pre-test scores of the 7.80 in their scores while the class to which con-
experimental and control classes were almost the ventional method were applied had a lower average
same (71.20 vs. 70.43). This suggests that learners in increase of 4.35.
both classes had the same initial ability. If one class The conventional learning model is still centered
received an intervention and a differential change on the teacher so that students lack experience in
224
learning for themselves. Students become passive and McLeish, A. (2002). Employability skills for Austral-
unenthusiastic in learning because everything has ian small and medium sized enterprises: Report of the
already been provided by the teacher. The class that interviews and focus groups with small and medium
experimented with the application of the STAD-type enterprises. Canberra, Australia: Department of Edu-
cation, Science and Training.
model of cooperative learning was more centered on Purwanto. (2010). Evaluation of the results of the study.
students. Learning through STAD is helping stu- Yogyakarta, Indonesia: Pustaka Pelajar.
dents to become more active, work in teams, and take Rahmawati, D. (2013). The influences are cooperative
more responsibility for their education. learning model to make a match against the results of
the student learning process on subjects in the Senior
High School 31 Jakarta (Thesis). Faculty of Econom-
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the heterogeneous classroom. New York, NY: Teach- Bacon.
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225
Self-directed learning skills in a study program of agroindustry

education technology using portfolio-based advice
S. Handayani, M.N. Handayani & D. Cakrawati

ABSTRACT: The study was designed to investigate whether the use of portfolio-based advice can over-
come students’ difficulty with self-directed learning skills in work-based simulation learning. The study
was conducted using a descriptive method with a quantitative approach. Students were divided into four
groups, each student in each group was given a task according to manufacture organization and asked to
prepare food from an animal product such as yogurt or ice cream. Each student was required to create a
portfolio in the form of a log book as a guide for working in the laboratory. Questionnaires were given to
the students to establish their opinion about using portfolios in self-directed learning. The result shows
that 78% of students agreed that the use of portfolios helped them to understand the flowchart process of
making ice cream and yogurt, as well as the importance of standard operational procedure in preparing
food products. Eighty-four percent of the students agreed that creating a portfolio could improve their
skills in food preparation. They also agreed that the use of a portfolio helped them to improve their skills
in self-directed learning.
1 INTRODUCTION To improve students’ self-directed learning,

teachers need to develop not only learning methods
Nowadays learning is based on real life, and educa- but also means of assessment. Many researchers use
tion itself needs to stimulate learners into combin- SDL terminology in explanation of problem-based
ing knowledge, skills and attitude. The alumni of learning. SDL itself refers to students’ motivation
the Study Program of Education on Agro-industry and willingness to engage in learning activities
Technology are expected to have several compe- defined by themselves rather than a teacher (Loyens
tencies including psychomotor skills, as they have et al., 2008). Silén and Uhlin (2008) proposed the
had to train vocational students in the processing development of problem-based learning—called
of food. Vocational teachers are considered hav- ‘problem-based learning with inquiry’ – in tutorial
ing dual professions. Universities that prepare sessions. This could overcome students’ difficulties
vocational teachers should consider curricula and by providing them with the opportunity to discuss
learning methods that will develop their teach- their problems with teachers in tutorial sessions.
ing competencies and professional competencies Increasing demands to provide work-ready
related to particular vocational practice (Andersson graduates have challenged universities to provide
& Köpsén, 2015). teaching methods that could change dynamically
Learning activities at university are important according to work-demand (Smigiel et al., 2015).
for producing excellent teachers. Learning at dif- One of the learning methods that can be imple-
ferent places, such as the laboratory, classroom mented in preparing vocational teachers is work-
and workplace, provides possibilities to develop based simulation learning. In this learning method,
students’ knowledge and skill, as well as improve students are given tasks to help them improve their
their attitude toward many situations (Onstenk, performance. In this study the task was specific to
2009). Students in higher education such as uni- vocational practice which is food technology. In
versity and college are encouraged to be respon- work-based simulation, the learning process is a
sible and independent as they are considered to simplified manufacturing process which nonethe-
be adults (Silén & Uhlin, 2008). This condition is less keeps the same principles. Work-based simu-
called Self-Directed Learning (SDL). The concept lation learning also develops self-directed learning
of self-directed learning is considered to be at the since this learning method improved students’
core of learning concepts in national curricula ability to work independently and develop their
since it stresses student-centered learning. It sup- competencies while they were working on food
ports the scientific learning method. manufacturing simulation.
227
However, self-directed learning does have dis- 3 RESULT AND DISCUSSION
advantages. Sometimes, students do not know
where or when to start, or what was the first step, Many learning methods have been implemented to
while at times when the task is too difficult for develop meaningful learning that supports student-
some students, it needs to be supervised to make centered learning as required in Indonesia’s 2013
sure the learning process is on the right track. The curriculum. Student-centered learning has both a
writer proposes the use of a portfolio to overcome positive and negative impact: the approach not only
students’ difficulties in developing self-directed stimulates students’ intrinsic motivation but also
learning. Using a portfolio, which consists of develops their SDL skills; on the other hand, research
monitoring, evaluating and planning, will help the has shown that students whose background learn-
learning process. ing has been based on conventional teaching meth-
ods have difficulties choosing learning tasks, which
impedes their progress in becoming independent
2 METHODS learners (Kicken et al., 2009). Silén and Uhlin (2008)
proposed that students need to be facilitated through
2.1 Participants tutorials where they can discuss their problems with
their teachers. Kicken et al. (2009) proposed the use
The participants were 32 students (30 females and
of a web portfolio which could help students design
two males) in their third year of study who took
their future learning, and thus develop SDL skills.
the course Technology Processing of Animal Prod-
The authors of this study propose that self-
ucts. Five supervisors participated in the study:
directed learning can be developed by using a port-
three lecturers and two laboratory staff.
folio in the form of a log book. Students had to fill
out the log book before and after they worked in the
2.2 Research methods laboratory. Prior to doing the work, the students
were required to fill out their log book with the pro-
The research was conducted using the descriptive
cedures they believed were required to do the work.
method with a quantitative approach describing
They were given the chance to discuss the work-
and interpreting the data.
ing method with the supervisors who could advise
them or propose an alternative procedure. After the
2.3 Data collecting and analysis work was completed, they wrote the results in the
log book which helped them to evaluate their work.
The data were collected and analyzed through the
The result was also reported to the supervisors to be
following procedures:
assessed. This is called portfolio-based advice.
1. Development of guided portfolio. A portfolio Aside from discussion of log book content,
was created to help students design their steps meetings with the supervisor were scheduled once a
for preparing a food product specific to the week to discuss problems which occurred or simply
task and take responsibility for their learning to share knowledge with other groups. Research
process. The portfolio was assessed using a conducted by Kicken et al. (2009) showed that stu-
Standard Operational Procedure (SOP) com- dents who received advice developed self-directed
posed by students that included purchasing learning better than those who did not. Meetings
raw material, production, and quality con- are also important to discuss students’ problems in
trol procedures, as well as their daily working the subject. An example of a product flow chart
journal. can be seen in Figure 1.
2. Questionnaires to the students. The question- Questionnaires were given to students to
naires focused on the emotions students expe- determine students’ perception as to whether
rienced during the learning process, such as the learning method and portfolio were effective
motivation and preparedness. There were five in developing their SDL skills. Questionnaires
indicators that were divided into the 14 ques- grouped by indicators are shown in Figure 2.
tions asked using 1–4 Likert-scale questions Students discussed the flow chart and then
(0 = disagree; 4 = strongly agree). These indica- revised it, as shown in Figure 2.
tors were: The graph shows that the first indicator has the
1. Students’ perception of the importance of highest percentage while the fourth has the lowest.
the subject. All students agree that the subject of processing
2. Students’ feeling about work-based simula- technology of an animal product was important.
tion learning. Students in higher education have already developed
3. Students’ understanding of the subject. self-awareness regarding the importance of study.
4. Students’ commitment to the tasks. About 94% students agreed that they felt excited
5. Students’ competencies development. to experience work-based simulation learning.
228
Milk pasteurization
Material mixture
Freezing 2-4 hours
Material mixture using

ice-cream maker
Figure 3. Questionnaires grouped by indicators.

1. Students’ perception of the importance of the subject.
Freezing 2. Students’ feeling about work-based simulation learning.
3. Students’ understanding of the subject.
4. Students’ commitment to the tasks.
5. Students’ competencies development.
Packaging
Students might have different styles of learning.

Figure 1. Flow chart of ice-cream product.
Supervisors should consider the learning types of
learners whether visual, auditory or kinesthetic so
that supervisor and students can devise a strategy
for study (Cort, 2009).
Some students disagreed that the use of port-
folio-based advice can improve their understand-
ing of the subject. To have meaningful learning,
Milk pasteurization at it is important for the students to be engaged in
68 oc for 10 minutes
•
learning activities that are supported by students’
Egg yolk, motivation toward learning. Supervisors (or lectur-
whipping ers) play the role of partner in learners’ problem-
cream, sugar, Mixing
•
sweet potato
solving, as students’ guide, consultant and coach
nuree (Chung 2015).
Students’ commitment to the task was the low-
Freezing est percentage of all indicators. The use of the
•
2-4 hours portfolio was to help students to improve self-
directed learning, including being responsible for
their report deadline. According to Loyens et al.
Material mixture using
(2008), SDL skills should help students set goals
•
ice-cream maker
in their learning process. About 16% students disa-
greed that the use of a portfolio can develop their
competencies.
Freezing
4 CONCLUSIONS
There are two conclusions in this study:

1. The use of a portfolio can improve students’
skills in the subject of processing technology of
an animal product
2. The use of a portfolio helps students to improve
Figure 2. Revised flow chart of ice-cream product. their SDL skills.
229
REFERENCES its relationships with self-regulated learning. Educa-
tion Psychology Review, 20, 411–427.
Andersson, P. & Köpsén, S. (2015). Continuing pro- Onstenk, J. (2009). Connections of school- and work-
fessional development of vocational teachers: based learning in the Netherlands. In Stenstorm,
Participation in a Swedish national initiative. Empiri- M.L. & Tynjala, P. (Eds.), Towards Integration of
cal Research in Vocational Education and Training, 7, 7. Work and Learning. Available at http://www.spring-
Cort, P. (2009). The EC discourse on vocational training: erlink.com
How a “common vocational training policy” turned Silén, C.L. & Uhlin, L. (2008). Self-directed learning.
into a lifelong learning strategy. Vocations and Learn- Teaching in Higher Education, 13(4), 461–475.
ing, 2, 87–107. Smigiel, H., Macleod, C. & Stephenson, H. (2015).
Kicken, W., Brand-Gruewel, S., van Merriënboer, J.J.G. & Managing competing demands in the delivery of
Slot, W. (2009). The effects of portfolio-based advice work integrated learning: An institutional case
on the development of self-directed learning skills in study. Kennedy, M., Billett, S., Gherardi, S. & Greal-
secondary vocational education. Education Technol- ish, L. (Eds.), Practice-based learning in higher edu-
ogy Research Development, 57, 439–460. cation (pp. 159–172). Dordrecht, The Netherlands:
Loyens, S.M.M., Magda, J. & Rikers, R.M.J.P. (2008). Springer.
Self-directed learning in problem-based learning and
230
Upgrading student creativity in computing subjects by synectics

application
S.C. Wibawa, R. Harimurti & B. Sujatmiko

Informatics Engineering, Universitas Negeri Surabaya, Surabaya, Indonesia
F.I. Sari
Universitas Negeri Surabaya, Surabaya, Indonesia
S. Dwiyanti
Cosmetology Education, Universitas Negeri Surabaya, Surabaya, Indonesia
ABSTRACT: Creativity is a process that produces something new. The student needs to produce a port-
folio of work creativity by integrating their enjoyment of the lecture subject, which compels the student
to practice the computer. The synectics learning model leads to learning that can develop the creativity
of students. Synectics learning management consists of a six-phase study: (1) a phase of real conditions
at the time, (2) a phase of direct analogy, (3) a stage of direct analogy, (4) a stage of compressed conflict,
(5) direct analogy to the stage, (6) stage trials of the original task. Classroom action research deals with
several stages that are interrelated and continuous, namely: (1) planning, (2) the implementation (of act-
ing), (3) observation (observing), and (4) reflection (reflecting), carried out in two cycles. In our study, the
average data yield of Cycle 1 was 77.08%, which included good progress to 79.16% in Cycle 2. Synectics
learning can enrich the creativity of students. The average percentage of a cycle starts at around 67.9%
in Cycle 1 and increases to 70.6% in Cycle 2. In Cycle 1, practice photography techniques scored 78.1%,
and the technique of pre-wedding photography with the concept of beauty increased to 89.6% in Cycle
2. The percentage of completeness of cognitive learning outcomes increased from Cycle 1 to Cycle 2.
In cycle one, the completeness is 82.45% while in cycle 2 it is 88.3%. In terms of classroom action research,
it can be concluded that synectics learning can enhance student creativity and improve a student’s learning
outcomes (both cognitive and psychomotor).
1 INTRODUCTION referred to by Gordon (1961) as an ‘excursion’, is a

group problem-solving activity wherein a person is
Creativity is the ability to produce original work stimulated to think creatively under a loosely struc-
and ideas. Creativity can be defined as the ability tured system. The process, in brief, begins with a
to produce original ideas and new items. It also problem introduced by a leader who conducts an
includes the combining of existing work, objects, ‘excursion’ of the group through a series of steps
and ideas in different ways for new purposes (Barry which attempt to determine a solution to the prob-
& Kanematsu, 2006). The creative process is the lem. This procedure deliberately stimulates creative
emergence of a new product in action which grew thinking rather than leaving it to chance (Gordon,
out of the uniqueness of the individual, from expe- 1961).
rience that emphasizes the new product, and the The synectics approach relies on bringing
interaction of individuals with their environment the three keys of Climate, Thinking and Action
or culture (Johnson & Johnson, 2002). together (see Figure 1). Foremost is a supportive
A model of the teaching and learning process climate, which is made up of the behaviors we
characterized by an increase in critical and creative use to work with others, to give and receive ideas
thinking skills and generated through education and to build the trust environment for speculative
or training, proves to be conducive and effective ideas to be offered. Thinking requires pushing out
to improve both creative and critical thinking our idea boundaries using the spectrum of ‘Think-
of students. Good teaching traditionally makes ing and Developmental Thinking’, which takes
ingenious use of analogies and metaphors to help promising but speculative ideas, and builds feasibil-
students visualize content. A synectics session, ity into them. Synectics’ emphasis on developmental
231
Synectics© Process to Innovative Work
the intersection of climate, thinking, action
How we lhfnk & respond
• HoW we Ire r one norner.
ourserves. & Ideas
• Role & re pon lllmt.Jes Your Innovative Work!
• Trust
• Dlv r Uy ot though t • V•slon & trat gy
• InSight process
• Foreslg l
• Sel ct newn s 1
• Wishing I met phor I
Intrigue
ab urdlty
• CoMechon breaklng &
• su pension or
remblllty
m king • Problem serve & build
• Open-mlndedness
• COli oornte & ere te
• Risk taking
• Buy-in
• Ambl ulty
Actlon plan lor resorts
• Development I
• Thinking
Rich
Figure 1. Synectics process: climate, thinking and action (adapted by Nolan & Williams, 2010).
thinking is a key differentiating feature compared and evaluation, and reflection within each Cycle 1
to brainstorming and other creative problem- as follows:
solving techniques. Finally, there is a set of action
1. Planning—this step is done through an obser-
steps which move the process along with an empha-
vation sheet discussing all the learning activities
sis on creative problem-solving to get to actionable
to carry out.
execution.
2. Phase action and observation—implementation
Unfortunately, sometimes the ideas are not
of teaching and learning activities carried out by
interesting. It takes a learning model to generate a
researchers who created the teaching plan (RPP).
portfolio of creative works of students to combine
At this stage the application is similar to learning
their enjoyment with the lecture material, so that
synectics. Observations were carried out simul-
they practice applied computer task subjects with
taneously with the implementation of teaching
pleasure and attempt to generate good work.
and learning activities. In this case, the observer
It can be concluded that a characteristic of the
used guidelines to fill out the observation sheet
learning acquired under the synectics teaching
in accordance with established practice.
model is student creativity.
3. Phase reflection—based on observation of the
As one learning model, synectics has several
learning process. Students’ learning outcomes
advantages, such as, 1) increasing the ability to live
are the necessary information that relates the
in an atmosphere which appreciates differences,
advantages and disadvantages for the imple-
2) to be able to stimulate creative thinking abili-
mentation of learning in one week.
ties, 3) to be able to activate both hemispheres, and
4) to be able to create new ideas. The basis of the
synectics model is to enrich the creativity of learn- 2.2 Data collection technique
ing outcomes. This study uses data collection methods as follows:
1. Observation method—the student uses obser-
2 METHOD vation to measure creativity and learning out-
comes of the students on the computer subject.
2.1 Procedures 2. Achievement test—the test carried out after
the teaching and learning activities to deter-
Data was obtained from the observation of 32 stu- mine student mastery and understanding of
dents studying the bachelor degree Educational the material, and the extent of creative think-
Makeup in 2013. A synectics strategy was applied ing of students after receiving a referral from a
in this study. The first strategy is that teachers cre- teacher/lecturer as to the purpose of the synec-
ate something new. The experiment is conducted in tics learning model.
two cycles. The actions in the procedure for Cycle 3. Rating for work—rating for psychomotor
1 are planning, implementing action, observation assessment work. It performs students’ learning
232
INITIAL
QUESTION
r*>( PLAN 1,-· FURTHER
QUESTION
r*>( PLAN ] , . , AND SOON.
( REFLECT ] ( ACT ] ( REFLECT )

( ACT
)
L (OBSERVE ) ~ L (OBSERVE ) ~
Figure 2. The cycle of classroom action (source: Kemmis & McTaggart, 1982).
outcomes in the forms of their creativity and students from the observation sheets in terms of
class participation. Assessment is carried out by creative attitude and creative thinking.
observing the students in expressing the results 2. Learning outcomes—student results will be
of their creative thinking, in order to improve measured by tests. Tests will be performed on
the quality of the photos that are expected the final results of each action. There is an
by doing something different like laboratory indication of success if 85% or more of the stu-
processing or outdoor shooting. dents are categorized by an evaluation value of
78 or more in the first and second cycles, when
referring to the Sekolah Menengah Kebangsaan
2.3 Data analysis technique (SMK) secondary school.
This study uses data analysis techniques as follows:
1. Learning observation data analysis—teachers 3 RESULTS AND DISCUSSION
manage data analysis of lecturers/the classroom
on the application of this learning model. Syn- The data used in this study are an assessment
ectics are analyzed by calculating the average of the creativity of the students, and the results
category of learning undertaken. obtained by the students. Based on the actions
2. Analysis observation on student creativity— that took place in Cycle 1, observations of man-
data analysis of student creativity is measured agement learning, creativity of students and
by using a Likert scale and percentages. Formu- student results were obtained. KKM (Kriteria
las and tables combine to make the analysis of Ketuntasan Minimal) is a minimum score for stu-
observational data of learning. dents to reach.
3. Test data analysis of student results—at this
stage, analysis of the achievement test aims to
identify students’ learning outcomes in terms of 3.1 Cycle 1
completeness of student learning. The analysis Data obtained in Cycle 1 were as follows:
is performed by calculating the evaluation value
and converting into a percentage. 1. Data observation of synthetic learning man-
4. Analysis of student work—the analysis of the agement shows that both teacher and students
performance of students or lab aims to find out perform the learning management well at every
the results of the evaluation of creative thinking stage in Cycle 1. This can be seen from the
that have been previously theorized in groups. percentages, as follows: Stage 1 describes the
The analysis is performed by calculating the real situation at that time was 62.5% in either
value of the performance which is then modi- category; Stage 2 by 75% direct analogy with
fied in a percentage calculation. excellent category; Stage 3 direct analogy of
62.5% with good category; Stage 4 conflicts
compressed by 100% with a very good category;
2.4 Indicators of success Stage 5 direct analogy by 75% with excellent
category; Stage 6 tests on the original task of
The measure of the success of this class action
87.5% with very good category.
research process is as follows:
2. Observations of student creativity at Cycle 1
1. Student creativity—indication of success is if (theory) – the observation of the creativity of
80% or more of the students were categorized students in Cycle 1. On average, the creativity
with a creative performance score above 65%, of students in the Cycle 1 observation is 67.9%.
and also whether the students have increased This indicates that the success of the action in
their creativity from Cycle 1 to Cycle 2, as meas- Cycle 1 has been reached as the percentage of
ured by the change in the average score of the student creativity is more than 65%. The highest
233
percentage of student creativity is the indicator flicts was 87.5% (very good category); Stage 5
of curiosity. It is shown by the high percentage direct analogy with 75% (great category); Stage
of the indicator (63.% and 74.3%). 6 tests on the original task of 87.5% (highest
3. Data on student results in Cycle 1 – 28 students category). It was concluded that the learning
completed Cycle 1 with the remaining six stu- process that was carried out already reflects the
dents not finishing. The percentage mastery learning activities with synectics models.
of learning outcomes in Cycle 1 was 82.45%, 2. Data observations of student creativity in Cycle
which shows that the minimum score require- 2 (theory) – the development of student creativ-
ment was reached because it is greater than that ity is reflected in cycle 1 and 2. In Cycle 1, the
of the KKM secondary school at 78%. average percentage of creativity was 67.9%, and
4. Observations of student creativity at Cycle in Cycle 2 it rose to 70.6%. This indicates that
1 (practice) – the average of student creativ- success of the action has been achieved because
ity obtained through observation is shown in the percentage of Cycles 1 and 2 ≥ 65%.
cycle 1. This indicates that the success of the first 3. Data student results Cycle 2 – 30 students com-
cycle action on a given theory has been achieved pleted Cycle 2 while two students did not. The
because the percentage of student creativity is percentage of completeness is 88.3%, which
more than 65%. The highest percentage of indicates that classical completeness has been
student creativity (87.5%) was the indicator of reached for more than 78%.
curiosity about the teaching method, followed 4. Observations of student creativity in Cycle 2
by having original ideas and problem-solving, (practice) – the average of student creativity
and asking good questions. in cycle 2 was 79.7% for both categories. The
5. Data learning outcomes practice Cycle 1 – successful teaching is in two cycles that provide
81.25% of students practiced thoroughly. The
data shows that the minimum requirement
standard is reached (KKM 78). Table 2. Percentage of student creativity Cycle 2
(practice).
3.2 Cycle 2 No. Creativity indicators Percentage
Data obtained in Cycle 2 were as follows:
1. Curiosity about the theme being 75.7
1. Data observations of synectics learning man- taught
agement in Cycle 2 – in the results of the obser- 2. Often ask good questions 75.7
vation of the learning management synectics, 3. Offer plenty of ideas to a problem 72.1
two cycles can be seen that the teacher has man- 4. Freedom of opinion 68.4
aged the teaching and learning processes well in 5. Look at the problem from different 69.1
every stage in cycle 2. This can be seen from the angles
percentages of each stage as follows. Stage 1: 6. Power of imagination 68.4
62.5 % (good), stage 2: 87.5% (very good), stage 7. Having original ideas & problem- 68.4
3: 75% (very good), stage 4 compression con- solving
8. Having a sense of “beauty” to 66.9
appreciate things around them
Average 70.6
Table 1. Percentage of student creativity Cycle 2
(theory).
No. Creativity indicators Percentage
1. Curiosity about the theme being 62.5

taught
2. Asking good questions 75
3. Offering good ideas to solve 87.5
problem
4. Freedom of opinion 75
5. Looking at the problem from 87.5
different angles
6. Power of imagination 87.5
7. Having original ideas & problem- 87.5
solving
8. Having an idea to solve problem 75
Average 79.7
Figure 3. Product result in Cycle 1.
234
ACKNOWLEDGMENTS
The authors wish to thank Muhammad Arsyad,

PhD (Hasanuddin University) his suggestions to
find more research findings on synthetic learn-
ing to enrich the discussion of the current study.
The authors would also like to thank Dr Yuni Sri
Rahayu, Deputy Chancellor for Academic Affairs,
Universitas Negeri Surabaya for supporting the
research grant.
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Barry, D.M. & Kanematsu, H. (2006). International pro-

gram to promote creative thinking in chemistry and
Figure 4. Product result in Cycle 2. science. The Chemist, 83(2), 10–14.
Cruse, E. (2006). Using educational video in the classroom:
theory. Student creativity of more than 65% is Theory, research and practice. West Conshohocken,
PA: Library Video Company. Retrieved from http://
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5. Data for Cycle 2 learning outcomes practice Gordon, William J.J. (1961). Synectics: The Development
– all students have completed the practice of of Creative Capasity. Harper Publisher.
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cal completeness is reached because KKM has assessment: A manageable and cooperative process.
exceeded 78%. Boston, MA: Allyn & Bacon.
Joyce, B.R. & Weill, M. (2003). Models of teaching
(7th ed.). Boston, MA: Allyn & Bacon.
4 CONCLUSION Kemmis, S. & McTaggart, R. (1982). The action
research reader (3rd ed.). Victoria, Australia: Deakin
University.
On implementation of action Cycles 1 and 2, the Kozbelt, A., Beghetto, R.A. & Runco, M.A. (2010).
stages which were dominant in eliciting student Theories of creativity. In Kaufman, J.C. & Sternberg,
creativity were Stages 3, 5, 6 and 7. At these stages, R.J. (Eds.), The Cambridge handbook of creativity
the students worked in small groups, discussions, (pp. 20–47). New York, NY: Cambridge University Press.
and mutual digs, and they bounced ideas and Nolan, V. & Williams, C. (Eds.) (2010). A visual overview
expressed their creativity, and, combined with the of the synectics invention model (From a contribu-
theory and practicals, it proved that students show tion by Heinz Prekel). In Imagine that! Celebrating
creativity in modifying the basic techniques of 50 years of synectics (pp. 32–41). Waltham, MA:
Synecticsworld.
photography and beauty of pre-wedding photog- Seligmann, E.R. (2007). Reaching students through synec-
raphy, in applied computing subjects. tics: A creative solution. University of Northern Colo-
The conclusion of the research is that the imple- rado. Retrieved from http://ellieseligmann.com/essays/
mentation of learning management increased. SYNECTICS_Seligmann.pdf
Synectics learning can enhance the creativity of Silverman, F. (2006). Learning styles. District Adminis-
students and improve learning outcomes of both tration, 42(9), 70–71.
cognitive and psychomotor students. Students can Wibawa, S.C. (2014). Students’ creative e-portfolio:
use their creativity by using synectics learning. Using Android cellphone cameras for inventive beauty
The first step in synthetic learning is that students photography. In Proceedings International Conference
on Advances in Education Technology (ICAET 2014)
need to learn the subject well to earn good results. (pp. 121–124).
The synectics teaching model requires a lot of Wibawa, S.C. & Schulte, S. (2015). Beauty media learn-
time, effort and well-organized planning. There- ing using Android mobile phone. International Jour-
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235
Developing project-based CAD teaching–learning module to improve

the vocational competence of mechanical engineering students
T. Wiyanto
Universitas Negeri Surabaya, Surabaya, Indonesioa
ABSTRACT: Vocational education aims to develop performance (psychomotor) skills in addition to

knowledge (cognitive skills) and attitude (affective skills). This study aimed to improve the competence
of vocational students majoring in Mechanical Engineering in Computer-Aided Design (CAD) using
Project-Based Learning (PBL) modules. The study adopted the Research and Development (R&D)
method of Four-D Thiagarajan in four stages (define, design, develop, and disseminate). The CAD mod-
ule was validated by CAD experts, design experts and linguists. The module was tested on students by
conducting post-test performance and obtaining students’ responses when applying the module. The
research results indicated that the CAD module was viable, with an average validation score of 90% from
CAD experts, design experts, and linguists. Based on the results of module testing, 91.33% of students
considered that the module was good, while the results of testing student performance showed improve-
ment in the vocational students’ competence of 88% for the psychomotor skills domain and 80% for the
cognitive domain.
1 INTRODUCTION 24.5% (22 students), 20% (18 students) received

a B, 42.2% (38 students) a C, and the remaining
It is undeniable that the success of the learning 13.3% (12 students) a D. However, the scores mean
process of students depends on the competence of that the formulated learning outcomes are not
teachers/lecturers. The teacher/lecturer competence optimal as 55.5% of students had a score below B.
affects how the learning process is conducted and This situation led the researcher to create a learn-
the teaching–learning process will affect students’ ing process by developing a project-based module
learning outcomes. Competent lecturers are able to for direct learning.
manage class according to the students’ needs. One According to Mulyasa (2006, p. 34), a module
of the more important competences possessed by is a formulated learning package systematically
lecturers in managing their subject is the develop- designed to help students achieve learning objec-
ment of teaching materials (Roesminingsih, 2011). tives. The system is aimed at improving the modules
Developing teaching materials is important in order and learning activities efficiently in the classroom,
to optimize the teaching–learning process. Less be they time, funds, facilities, or personnel, in order
appropriate teaching materials may cause interrup- to achieve the objectives. The module was expected
tion in students’ acceptance and may also show less to assist students to become more independent
effect if not in line with learning objectives that have learners and improve their readiness before classes.
previously been formulated.
Ideally, the competence of lecturers in develop- 1.1 Aims of the study
ing teaching materials has been mastered, but in
fact, there are many lecturers who have less suit- The questions that the study set out to address
able instructional materials for their subjects. As were:
a result, the teaching–learning experience is less 1. What are the experts’ opinions on the feasibility
attractive, boring, monotonous, and does not meet of modules?
learning objectives. 2. How different are students’ learning outcomes
The results of student learning outcomes in after the implementation of CAD learning-
the Department of Mechanical Engineering for based modules?
the academic year 2014/2015 on Computer-Aided 3. How different are students’ responses after
Design (CAD) using learning media in worksheet the implementation of CAD learning-based
form were satisfactory. An A was received by modules?
237
1.2 Objectives of the study analysis; (4) task analysis; and (5) learning objec-
tives formulation.
Based on the problems above, the objectives of
this study are to improve learning outcomes and
competences of vocational students majoring in 2.2 Design
Mechanical Engineering who take the subject of
CAD Drawing. This stage has four steps, namely: (1) arranging
reference tests; (2) selecting media; (3) selecting
forms; and (4) initial design.
1.3 Significance of the study
The results of this study provide information, 2.3 Develop
especially for lecturers in CAD Drawing, on the
development of CAD-based learning modules. This stage has two steps, namely: (1) evaluations
by CAD and media experts and by linguists;
(2) limited tests.
2 RESEARCH METHODOLOGY
The method used was a development model 2.4 Disseminate

adopted from Four-D Thiagarajan (Thiagarajan The last stage in developing the module is student
et al., 1974). It was selected because the model implementation.
explains the detailed operational steps of software
development systematically. The Four-D model has
four stages, namely, the definition stage (define), 3 RESULTS AND DISCUSSION
design stage (design), development stage (develop),
and dissemination stage (disseminate). 3.1 Definition stage (define)
At this stage, the activities are carried out by ana-
2.1 Define lyzing several aspects to formulate learning objec-
This stage has five steps, namely: (1) front- tives according to the learning materials. Analyses
end analysis; (2) students’ analysis; (3) conceptual of these aspects are divided into five stages, namely,
Figure 1. The map of CAD learning modules material.
238
front-end, student, task and conceptual analyses,
and learning objectives formulation. 93% 96%
The material taught in the CAD module 100%
95%
includes four aspects, as shown in Figure 1. 90%
85%
80%
75%
3.2 Design stage (design)
The function of this stage is to design or plan
the CAD learning module. It has three steps that
should be followed, namely: (1) arranging refer-
ence tests, (2) selecting media, and (3) selecting
forms.
Figure 3. Percentage of votes of student response.
3.3 Development stage (develop)
After the design stage, the next stage was to pro-
duce a module prototype based on curriculum
and material analyses. After being validated by 3.4 Dissemination stage (disseminate)
the experts, the prototype might need to be revised The dissemination stage is the final stage of prod-
as advised by the evaluators. In the development uct development. Here, the products have been
stage, there are two steps in producing the prod- previously revised in the development stage and
uct, namely: (1) evaluation of the media experts, implemented for the target. However, due to vari-
linguists, and lecturers who teach CAD (it is con- ous limitations, the dissemination stage was carried
sidered viable if scored at 90%), and (2) limited out in the Department of Mechanical Engineering
tests. of the State University of Surabaya, and articles
A limited testing stage was carried out to deter- were prepared for participation in educational
mine students’ learning outcomes when using CAD seminars.
learning modules, especially in their understand-
ing and skills improvement of learning activities,
in addition to the positive responses of students 3.5 Students’ responses to CAD-based learning
regarding the use of CAD learning modules. The At the end of the test, students were asked to give
limited test results showed that the learning out- feedback on the CAD learning modules. Students’
comes were 80% for the cognitive test and 88% for responses to the module can be seen in the closed
the psychomotor tests. questionnaire. The results, as shown in Figure 3,
gave an average score of 91.33% (excellent).
100.00% 4 CONCLUSION
80.00%
Based on the analysis, it can be concluded that:
60.00%
40.00% 1. Module eligibility showed that the average fea-
sibility of the module met 90% of the criterion,
20.00%
considered as eligible.
0.00% 2. The learning outcomes of vocational students
Language Design Content in cognition showed 80%, with 88% for psycho-
motor skills. It was proved that CAD learning
Figure 2. Module evaluation results. modules help students to improve both cogni-
tive and psychomotor skills.
3. The students’ response to the CAD learning
modules was good, as shown by the average
Table 1. The result of the limited test trial in both cog-
nitive and psychomotor skills.
score of 91.33%.
Cognitive Test
1. Percentage of learning mastery 80% REFERENCES
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Hidayat, N. & Shanhaji, A. (2011). Autodesk inventor exceptional children. Minneapolis, MN: Leadership
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cana Prenada Media Group.
240
The development of critical thinking ability through the implementation

of a Technological Pedagogical Content Knowledge (TPCK) framework
in vocational secondary schools
T. Busono, E. Krisnanto, T. Aryanti & J. Maknun

Department of Architecture Education, Faculty of Technology and Vocational Skills Education, Universitas
Pendidikan Indonesia, Jawa Barat, Indonesia
ABSTRACT: Current learning in a Sekolah Menengah Kebangsaan (SMK) vocational secondary school
is centered on teachers with lectures and assignments as the principal methods. To further enhance the
learning process and the level of understanding of students toward the subject matter and the development
of Higher-Order Thinking Skills (HOTS) or ability needs a learning innovation. Integrating technology
in learning is a challenge for teachers. A productive integration model in teaching enables students to be
more active in the learning process as long as the component of the technology is used proportionately
and effectively. It is also believed to be able to improve their ability to think critically and solve problems.
One integration model is the framework for Technological Pedagogical Content Knowledge (TPCK). This
model is optimal for all three main components, namely, subject matter, pedagogy and technology. The
learning process can be managed well if students are invited to take advantage of all sensory tools. The
more senses which are used for receiving and processing information, the more likely the information is
to be understandable and understood, and thus maintained in memory. Direct experience will give the
most complete impression and the most meaningful information and ideas contained in that experience
and, therefore, vision, hearing, feeling, smell, and touch should all be involved. Information and Commu-
nication Technology (ICT)-based learning demands the ability to think at a high level or possess HOTS.
HOTS include aspects of: critical thinking, logic, reflection, creativity, and metacognition. ICT in lessons
can be used as a tool to engage students in thinking. The use of ICT is closely related to the components
of analysis, synthesis and evaluation in Bloom’s taxonomy.
1 INTRODUCTION An understanding of integrated ICT is much

more important than just to understand ICT as
Use of computers in education is the first step a learning tool. A developing paradigm in tech-
toward realizing the tech community. Educational nology can support learning, collaboration and
institutions need to harness the potential of ICT repositioning inquiry in carrying out the learning
optimally. With the rapid development in the field process (Sutrisno, 2012). There are various models
of telecommunications technology, multimedia, of ICT integration in the framework of learning,
and information, listening to lectures, or reading one of which is the TPCK framework. According
those recorded on paper is certainly outdated. to Mishra and Koehler (2008), the development
Merging aspects of technology in learning is one of the framework is based on the three essential
effort to grow and nurture interest and a positive components of knowledge held by an educator
attitude toward the development of technology. who should have mastery of the subject material
Integrating technology in learning is a challenge in accordance with qualifications, and competen-
for teachers. A productive integration model in cies in the curriculum, pedagogy and technology.
teaching can connect and devise optimally from all Thinking is a process of cognition, a mental activ-
three main components namely, the subject matter, ity to gain knowledge. The thought process can
pedagogy and technology. be grouped into basic thinking (rational thinking)
The technology component should be utilized and complex thinking (high-level thinking). Basic
proportionately and effectively to construct and thinking covers the following concepts: memorize,
improve the ability of students to think and solve visualize, classify, generalize, compare, evaluate,
problems so that they will be more active in the analyze, synthesize, deduce and infer. Complex
learning process. One model is the framework for thought processes consists of four types: prob-
the integration of TPCK (Sutrisno, 2012). lem-solving, decision-making, critical thinking
241
and creative thinking (Costa in Liliasari, 2002). school, and community. Learners who think criti-
According to Walker (1998), critical thinking is a cally usually appear to be problem solvers. Criti-
process that allows learners to gain new knowledge cal thinking is widely recognized as a valuable skill
through problem-solving and collaboration. Criti- in everyday life (Verlinden, 2005). It is also very
cal thinking focuses on the learning process rather much needed in today’s age of science and technol-
than just acquiring knowledge. Critical thinking ogy development, because technology sometimes
involves activities such as analyzing, synthesizing, comes with problems for humans and the environ-
making judgments, and creating and applying new ment. (Winocur in Costa, 1985).
knowledge in real-world situations. Critical think- Studies of the critical thinking skills of learn-
ing is important in the learning process as it pro- ers have revealed that these skills will not flourish
vides an opportunity for learners to learn through without explicit and deliberate effort planted in
discovery. Learners think critically when they are development (Zohar, 1994). A learner will not be
responsible for an active learning. able to develop critical thinking skills well without
being challenged to practice using them by teaching.
Learners are not born with critical thinking skills,
2 RESEARCH METHODS they cannot naturally develop the ability to think for
life. As critical thinking is a skill that can be learned,
The method used in this preliminary study is con- it should be taught. Most individuals rarely study it.
tent analysis. Content analysis is research that Critical thinking can be developed through a
consists of in-depth discussion of the content of meaningful experience; that is, an experience or
written information. learning provides the opportunity for learners to
Content analysis can be used to analyze all acquire skills in solving problems which can stimu-
forms of communication. The results of content late the critical thinking skills of learners. This
analysis are descriptive, that is, the description of experience is necessary so that the learner has the
the contents of communication. structure of a concept that is useful in analyzing
and evaluating a problem. With critical thinking,
the learner can adjust, adapt, modify, or repair his
thoughts so that the learner can act more quickly.
People who think critically will think and act in a
more relatively normal way, ready to reason about
3.1 Critical thinking skills
things they see, hear, or think.
The development of critical thinking skills of Ennis (1985) positioned critical thinking as
learners has been a goal of education for the last consisting of, among others: 1) looking for a clear
decade. Beyer (in Walker, 1998) stated that it is statement of a hypothesis or question, 2) look-
very important for the teaching of critical thinking for an excuse, 3) insightful, 4) using credible
ing to be applied by teachers in order to develop resources, 5) considering the total situation, 6)
learners’ reasoning power. He maintained that to looking for alternatives, 7) open thinking, 8) deter-
successfully live in a democracy, one must think mining the position when there is evidence or argu-
critically in order to make the right decisions. If ments in favor (or against), and 9) sensitive to the
learners learn to think critically, then they will be feelings of others.
able to use this more generally to cope with life.
Critical thinking is a basic process that allows
3.2 TPCK framework for fostering critical
learners to cope with and reduce uncertainty in
thinking skills
the future. With critical thinking skills, learners
are able to determine when important information Constructivism learning theory holds that media
is acquired, converted or transformed, and main- can be used as a tool that provides the possibility
tained. The learning objectives of critical think- of students actively constructing knowledge. Media
ing in science and other disciplines are to improve can be distinguished from technology (mechan-
thinking skills and prepare learners to successfully ics, electronics, physical form), symbolic systems
cope with life. Meanwhile, Dumke (in Jones, 1996) (numerical characters, objects, images, sound) as
states that learning to think critically is designed well as the means used (radio, video, computers,
to achieve an understanding of the relationship of books). One medium of learning is ICT. Integrat-
logical language, which should result in the abil- ing ICT into learning can improve the competence
ity to analyze, criticize, and suggest ideas to reason of teachers in teaching and improve the quality of
inductively and deductively and to reach a conclu- learning for learners. One lesson that integrates
sion factually based on rational considerations. ICT is TPCK.
Critical thinking is one of the life skills that The basic concept of TPCK described by
must be owned by the learner for life, in the family, Mishra and Koehler (2008) emphasizes the
242
relationship between the subject matter, technol- there are three main levels in the learning mode:
ogy and pedagogy. The interaction between these direct experience, the experience and the experi-
three components has the strength and appeal ence of abstract images.
to foster active learning which is focused on the ICT developments allow the use of the func-
learner. It can also be interpreted as a form of tion of various learning media by using a tool
learning that originally centered on the teacher but called multimedia, which is capable of delivering
which has shifted to learners. information and learning materials in the form
The relationship between the components of of text, images, sounds, animations, movies, and
TPCK is shown in Figure 1. even interactions. Computers are one of the main
Sutrisno (2012) explains the concepts of which multimedia tools, because the computer is able to
TPCK consists: (1) Content Knowledge (CK) – the present the information and learning materials in
knowledge of the material to be learned; (2) Peda- all forms, even to perform seemingly complicated
gogy Knowledge (PK) – describes in depth the the- and expensive situations in simpler ways (e.g. a
ory and practice of teaching and learning, and the chemical reaction process, the impact of a nuclear
goals, processes, methods and strategies for learn- explosion, trips to the solar system, etc.). Through
ing and assessment; (3) Technology Knowledge multimedia, abstract concepts can be presented in
(TK) – is the basics of technology that can be used a more tangible manner in the learning process to
to support learning, such as the use of software, help students understand.
animation programs and virtual labs. The concept of integration in TPCK is the
TPCK encapsulates a cycle in which an inte- involvement of the various components of matter
grated ability to master technology cannot be sep- and pedagogy to support teachers in implementing
arated from its constituent components, namely technology-based learning. Sutrisno (2012) states
the content (C), pedagogy (P) and technology that in TPCK, ICT will interact with pedagogy
(T). TPCK requires multiple interactions between and can increase high-level thinking skills. Based
components, and the combination of the subject on the exposure, TPCK, through comprehensive
matter, pedagogy and technology are unique and research activity, can increase certain concepts to
synergy-based and include Information and Com- promote high-level thinking skills.
munication Technology (ICT) (Mishra and Koeh- The demand of ICT-based learning is the abil-
ler, 2006). ity to think critically or demonstrate HOTS. HOTS
Implementation of the TPCK framework is includes critical thinking, logic, reflection, meta-
also in line with the theory of knowledge acqui- cognition and creativity. ICT in learning can be
sition. Rusman (2012) argued that the acquisition used as a tool to engage students in thinking. The
of knowledge, and changing attitudes and skills, use of ICT is strongly associated with the com-
occurs because of the interaction between new ponents of analysis, synthesis and evaluation in
experiences. Bruner (in Rusman, 2012) suggests Bloom’s taxonomy (Sutrisno, 2012).
4 CONCLUSION
Nonjudgmental There are various models of the framework of
the integration of ICT in learning, one of which
is the TPCK framework. The development of this
framework is based on three essential components
Nonjudgmental Nonjudgmental
Nonjudgmental of the knowledge that is held by an educator such
that mastery of subject material is in accordance
with qualifications and competencies in the cur-
riculum, pedagogy and technology.
In TPCK, ICT will interact with pedagogy and
can increase high-level thinking skills or HOTS.
ICT in learning can be used as a tool to engage
students in thinking.
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pedagogical content knowledge: A framework for Verlinden J. (2005). Critical Thinking and Every day
teacher knowledge. Teachers College Record, 108(6), Argumen. Balmont. CA: Wadsworth/the msou learn-
1017–1054. ing, Inc.
Mishra, P. & Koehler, M.J. (2008). Handbook of Tech- Walker, G.H. (1998). Critical thinking. Retrieved from
nological Pedagogical Content Knowledge (TPACK) http://www/utr.edu/administration/walkerteaching
for Educators. New York: Routledge for the American resoursecenter/facultydevelopment/criticalthinking
Association of Colleges for Teacher Education. Zohar, A. (1994). The Effect of Biology Critical Thinking
Munir. (2008). Kurikulum Berbasis Teknologi Informasi Project in the Development of Critical Thinking.
dan Komunikasi. Bandung, Indonesia: Alfabeta. Journal of Research in Science Teaching. 31(2), 163–196.
244
Interactive multimedia-based learning to improve students’ creative

thinking skills
Y. Irawati, L. Nurlaela & M. Wahini

Faculty of Engineering, Universitas Negeri Surabaya, Surabaya, Indonesia
ABSTRACT: Interactive multimedia is very useful because it is able to create student-centered

teaching and learning activities. The collaboration of creative thinking and interactive multimedia-based
learning not only enables students to think using multiple scientific disciplines, but also provides for
their intellectual needs and development of effectiveness. This research will discuss the development of
interactive multimedia-based learning to improve students’ creative thinking skills on culinary business
management courses. This research applied quantitative descriptive methodology. The research subjects
were ten students of Diploma III in the Home Economics department in the Engineering Faculty
of UNESA in 2013. The research instrument used was the creative thinking skills test. The test used
students’ worksheets which contain some issues of creative thinking skills indicators such as: (1) fluency,
(2) flexibility, and (3) novelty. Data analysis techniques used a normalized-gain (N-gain) formula.
The results showed that the students’ creative thinking skills score in post-test improved by 0.33 points
after interactive multimedia-based learning had been applied during teaching and learning activities. The
improvement of the post-test score by 0.33 points was categorized as ‘Mediocre’.
1 INTRODUCTION video, or animation. The process of creating inter-

active multimedia uses links and tools to enable
Education is an essential role for the development users to navigate, interact, create, and communi-
of a country as a good quality education will cre- cate (Rusman, 2012).
ate high-quality human resources. Indonesian Therefore, effective learning activities can be
Law No. 20 in 2003 (Depdiknas, 2003, Ch. 3), in achieved through the use of interactive multime-
respect of the National Education System, states dia-based learning especially for students in the
that ‘national education aims to develop learners’ culinary business management course. It is relevant
potency thus they are able to become a human for Setemen (2005) who stated that the application
with some personalities such as faithful, devoted, of interactive multimedia-based learning to teach
noble, healthy, knowledgeable, skillful, creative, students of culinary business management is very
independent, democratic have high responsibility’. effective for the improvement of students’ scores.
Based on the goal and vision of the Home Eco- The use of interactive multimedia in teaching and
nomics Department in UNESA, the students are learning activities is very useful to create student-
required to master some basic competencies in sev- centered learning activities.
eral courses. The culinary business management Creative thinking, using the implementation of
course is categorized into working skill courses interactive multimedia-based learning, can help
and contains some theories and practices. This students to think using multidisciplinary perspec-
course is quite complex because of its connection tives. It also helps to support the students’ intellec-
to other courses. Thus, it requires multidimen- tual skill and development of effectiveness so they
sional abilities. are more ready to manage their working life (Roll-
One of the solutions to solving that problem is ing & Adams, 2003). Warsita (2008) also added
to develop an attractive learning media that would that interactive multimedia can help students to
draw students’ attention. An interactive multime- study faster. Students who have fast-thinking abil-
dia utilizing computer software may provide the ity can learn optimally, while students with average
answer for that problem. Multimedia-based learn- ability are still able to understand the concepts.
ing is a learning activity which utilizes computers Based on those facts, lecturers should be more
to create and combine any text, graphic, audio, active in developing other learning models to
245
improve students’ scores in creative thinking skills. average score is higher than the pre-test average
Silver (1997) stated that to assess creative thinking score, since the post-test is administered after the
in children and adults the Torrance Test of Crea- implementation of interactive multimedia-based
tive Thinking (TTCT) must be applied. learning activities (Novianti, 2011).
Three important components of creative think- Rating for creative thinking tests was based on
ing skills assessment in TTCT are: (1) fluency (the the formula of Siswono (2007):
total number of ideas in responding to an order),
(2) flexibility (some changes approach in respond- Total score = (3 × Novelty) + (2 × Flexibility)
ing to a command), and (3) novelty (originality of + (1 × Fluency) (1)
ideas in responding to a command). This is similar
to Haylock (1997), who gave examples of creative There are a total of five questions, so the maxi-
thinking skills criteria: (1) fluency (total number of mum possible rating according to this formula is
responses), (2) flexibility (total number of differing (5 × 3) + (5 × 2) + (5 × 1) = 30.
responses), and (3) originality (the uniqueness of Thus:
the response).
1. The students will get 1 point if they fulfill
This research uses the rubric assessment which
the fluency component, and 0 if they do not
focuses on three creative thinking criteria or indica-
fulfill it.
tors, that is, flexibility, fluency and novelty, which
2. The students will get 2 points if they fulfill the
are adapted to measure students’ thinking abil-
flexibility component, and 0 if they do not
ity (Siswono, 2007). One of the ways to improve
fulfill it.
creative thinking skills is the use of an interactive
3. The students will get 3 points if they fulfill
multimedia-based learning model.
the novelty component, and 0 if they do not
Furthermore, Mettas and Constantinou (2007)
fulfill it.
stated that problem-based learning can help teach-
ers to solve their problems. Riyanto (2010) added The novelty component is granted three points
that problem-based learning is designed to develop because this component is the most important
students’ ability to solve problems. So the research- and it is the main feature of the assessment of a
ers used problem-based learning because it pro- product. A creative product must be different from
vides authentic material or issues which are close the others. The next most important point is the
to students’ reality (Nur, 2008). flexibility component. It is important because it
The culinary business management course shows the productivity of an idea in completing
requires students to have complex thinking, hence the task. The last point is the fluency component.
problem-based and interactive multimedia-based It is placed in last position because it shows the
learning is implemented as it is effective in improv- students’ fluency in producing different ideas, and
ing students’ thinking ability. it is based on the required way of completing the
task. (Novianti, 2011).
The pre-test and post-test scores of this adapted
2 RESEARCH METHOD test are analyzed by calculating the mean, using the
gain calculation given by Hake’s formula (Savinem
This research aims to establish the improvement & Scott, 2002):
of students’ creative thinking skills. The learning
activities used problem-based and interactive mul- S post S pre
timedia-based learning. The research subjects were ( )= (2)
Smax S pre
ten students from the Home Economics depart-
ment in the Engineering Faculty of UNESA in
2013. The instrument of creative thinking test used Then, the score of gain calculation is catego-
to measure the students’ creative skills was the stu- rized into certain criteria with the interval gain fac-
dents’ score for cognitive processing. tor. Its interval gain criteria is shown in Table 1.
The students’ creative thinking test used an essay
test. The assessment rubric used the Torrance Test
Table 1. Criteria of gain interval factor.
of Creative Thinking, adapted from Silver (1997).
The rubric used three components to assess the No. Gain interval factor Criteria
students’ creative thinking skills, namely, (1) flu-
ency, (2) flexibility, and (3) novelty. Data analysis 1 g < 0.3 Low
determined the improvement of students’ creative 2 0.3 ≤ g ≤ 0.7 Mediocre
thinking skills with the pre- and post-tests. 3 g ≥ 0.7 High
Students’ creative thinking skills will be catego-
rized as ‘improved’ if the result of the post-test Source: Savinem & Scott, 2002.
246
3 RESULTS AND DISCUSSION Table 3. The calculation of creative thinking skills
scores of Diploma III culinary business management
This research aimed to determine the improvement students.
of students’ creative thinking skills. To test the
Students’ creative
students’ improvement of creative thinking skills, thinking scores
both pre- and post-tests were administered to them
before and after learning activities. The test itself is No. Pre-test Post-test N-gain Criteria
an essay and interactive multimedia-based test.
The creative thinking skills criteria of Diploma 1 3 15 0.4 Mediocre
III students of culinary business management in 2 7 11 0.2 Low
2013 were categorized in terms of fluency, flexibil- 3 7 13 0.3 Mediocre
ity, and novelty, as shown in Table 2. 4 4 21 0.7 High
The calculation of the creative thinking skills 5 4 18 0.5 Mediocre
scores of Diploma III culinary business manage- 6 7 13 0.3 Mediocre
ment students is shown in Table 3. 7 3 15 0.4 Mediocre
The average pre-test score of creative thinking 8 3 9 0.2 Low
skills for Diploma III culinary business students 9 5 9 0.2 Low
in 2013 before they were taught using interactive 10 5 9 0.2 Low
multimedia-based learning was 4.80. Their average Average scores 4.80 13.30 0.33
post-test score of creative thinking skill increased
Note: (Maximum score = 30).
to 13.30. So, the average of the normalized-gain
score (N-gain) was 0.33; it was categorized into
‘Mediocre’ level.
The research findings showed that the interac- Ruggiero, in Siswono (2009), stated that think-
tive multimedia-based learning which was devel- ing is a mental activity used to formulate or solve
oped by the researcher was only able to improve the a problem, make a decision, or simply to answer
students’ thinking skills up to a mediocre level. It curiosity. It means that when someone formulates
happened because during learning activity students and solves a problem, or when they try to under-
were asked to answer some question based on given stand something they have actually had ‘thinking’
allocation time and plan. In addition, students also activity.
had to answer essay test in pre-test and post-test, Creative thinking can also be called ‘a process’
which obliged them to use creative thinking skills. when someone brings up a new idea. The new idea
could be a combination of previous ideas which
have never been discovered before (Infinite Inno-
Table 2. The calculation of students’ creative thinking vations Ltd, 2001). During learning activity, there
skills scores in pre-test and post-test. are many learning strategies and learning models
which can be developed to help students under-
Pre-test Post-test stand the material and improve their scores. One
scores Total scores Total of them is a problem-based learning model using
pre- post- interactive multimedia.
No. K1* K2* K3* test K1* K2* K3* test
1 3 0 0 3 5 5 0 15
2 5 1 0 7 5 3 0 11 4 CONCLUSION
3 5 1 0 7 5 4 0 13
4 4 0 0 4 5 5 2 21 The results showed that the post-test score of stu-
5 4 0 0 4 5 5 1 18 dents’ creative thinking skills after the implementa-
6 5 1 0 7 5 4 0 13 tion of interactive multimedia-based learning had
7 3 0 0 3 5 5 0 15 improved to 0.33, which falls into the ‘Mediocre’
8 3 0 0 3 5 2 0 9 category.
9 5 0 0 5 5 2 0 9
10 5 0 0 5 5 2 0 9
Total 42 3 0 48 50 37 3 133 REFERENCES
Percentage 84 6 0 16 100 74 6 44.3
(%) Depdiknas. (2003). Undang-Undang RI no. 20 tahun
2003 tentang sistem pendidikan nasional. Jakarta,
Note: Indonesia: Depdiknas.
*K1 = Fluency; Haylock, D. (1997). Recognizing mathematical creativity
*K2 = Flexibility; in schoolchildren. Zentralblatt für Didaktik der Math-
*K3 = Novelty. ematik, 29(3), 68–74.
247
Infinite Innovations Ltd. (2001). Creativity and creative Rusman. (2012). Belajar dan pembelajaran berbasis
thinking (Online). Retrieved from http://brainstorm- komputer, mengembangkan profesionalisme guru abad
ing.co.uk/ 21. Bandung, Indonesia: Alfabeta.
Mettas, A.C. & Constantinou, C.C. (2007). The tech- Savinem, A. & Scott, P. (2002). The force concept: A Tool
nology fair: A Project-based learning approach for for monitoring student learning. Physics Education,
enhancing problem solving skills and interest in design 39(1), 42–45.
and technology education. International Journal of Setemen, K. (2005). Media pembelajaran pengetahuan
Technology and Design Education, 18(1), 79–100. alat dapur berbasis multimedia pada jurusan boga
Novianti, D.E. (2011). Pembelajaran berbasis penga- perhotelan. Paper in Proceedings of National Seminar.
juan dan pemecahan masalah untuk meningkatkan JPTK ISSN 0216-3241, Vol. 4.
kemampuan berpikir kreatif siswa pada materi Silver, E.A. (1997). Fostering creativity through instruc-
persanaan linear dua variabel di kelas X SMK tion rich in mathematical problem solving and think-
(Unpublished Masters thesis). Universitas Negeri ing in problem posing. Zentralblatt für Didaktik der
Surabaya, Surabaya, Indonesia. Mathematik, 29(3), 75–80.
Nur, M. (2008). Model pembelajaran berdasarkan masa- Siswono, T.Y.E. (2007). Model pembelajaran matematika
lah. Surabaya, Indonesia: PSMS Unesa. berbasis pengajuan pemecahan masalah untuk
Riyanto, Y. (2010). Paradigma baru pembela-jaran meningkatkan kemampuan berpikir kreatif. Surabaya,
sebagai referensi pendidik dalam implementasi pembe- Indonesia: UNESA University Press.
lajaran yang efektif ber-kualitas. Jakarta, Indonesia: Warsita, B. (2008). Teknologi pembelajaran landasan &
Kencana Perdana Media Group. aplikasinya. Jakarta, Indonesia: Rineka Cipta.
Rolling, A. & Adams, E. (2003). Game design. Indiana-
polis, IN: New Riders Publishing.
248
Innovations in engineering and education
Sprint device development using an infrared laser with a computer

interface system
A. Rusdiana
Sport Science Study Program, Faculty of Sport Education and Health Education,
ABSTRACT: With the ever-growing needs and society demands of today, technology has become a
necessary component in each aspect of life. The field of sports science has adopted technology applications
as an integral part of improving performance and athletic achievement. In developed countries, different
kinds of sports science centers and laboratories have been set up with advanced test and measurement
devices which are supported by reliable human resources. This study aimed to develop software and
hardware for measuring running speed using a microcontroller with a personal computer interface. The
assembly of the device comprises a circuit-based electronics microcontroller, phototransistor sensors and
laser beams to collect signals from athletes and send them to a microcontroller for processing on a personal
computer interface for display via connector cabling. In the process, a Research and Development (R&D)
approach was used to help assemble the system’s components. The system consisted of eight sensors
spread over 100 meters, intended to detect running speed during a 100-meter sprint race. The device was
designed to operate automatically in synchronization with the race-start buzzer, monitoring the sprint
from start to finish, and then display the results of the race time and speed to a computer interface.
1 INTRODUCTION the speed when running; these tools are made to

diagnose, evaluate and analyse the performance of
In this modern era, technological advances in athletes for performance enhancement. Running is
all areas and disciplines have become an integral a sport that takes speed as a benchmark of evalua-
part of society and daily life. These advances have tion, especially sprinting. Electronic technology is
also influenced fields like that of sports science, already being used to measure time, velocity, and
where technology is said to have contributed to its acceleration both during practice and in compe-
improvement tremendously. For instance, the use titions. During training, measurement results are
of technology in an effort to improve performance used for analysis and evaluation of athletes. One
in sports has been carried out in developed coun- tool that is frequently used to measure speed in
tries in Asia such as Japan, China and Australia. athletes is a photo cell, a kind of sensor mounted
This is proven by pursuits in various laboratories on the edge of the track that can detect the running
of science which can be found around the world, time when an athlete passes the sensor, but this is
among others, the Japan Institute of Sport Science, only used in developed countries that have either
the Australian Institute of Sport Science, and the developed or sourced the tool at great expense.
Beijing Institute of Sport Science in China. Experts Contributions from sports analysis, especially run-
in such sports centers and laboratories collaborate ning speed in sprints, is very desirable to conduct
to diagnose, evaluate, and provide scientific input to research and evaluation of athletes. In Indonesia,
the coaches and athletes about various sports com- the development of test equipment and measure-
ponents. Speed, as one component of the physical ment, especially for sprints, is still undeveloped;
sports condition, is very important and it has been this is because because there is insufficient tech-
measured using various tools and advanced technology, and this is further exacerbated by poor
nologies. Examples of such technology are sensors collaboration between experts in sports, especially
attached to the shoes of athletes, Global Position- regarding the development and implementation of
ing System and the Differential Global Positioning technology in sports. So, there is a lack of scientific
System (Slawinski et al., 2010; Vescovi, 2012). problem-solving solutions to analyze various situ-
Besides this there are other tools including ations and conditions in sport. Indonesia still has
radar, photo finish, kinematic analysis, photocells many products used as testing and measurement
and opt jump, which are normally used to measure instruments that use technology from abroad.
251
Indonesia itself has electronics experts who, Running speed can also be measured through
when they collaborate with others, can give birth Dias Frame IV software, which provides an object
to a variety of tools that can support an increase in trajectory tracking system, either automatically or
an athlete’s performance. The potential is immense manually. Dias Frame can be used to analyze the
if the men and women involved in sport work with variation of motion in two or three dimensions. It
electronics experts to create a technology-based uses video of the runner as input data to be ana-
means of testing and measurement, as well as high- lyzed. In the 100-meter sprint, the sprint technique
tech learning in sport. Problems still occur in the can be broken down into several phases as pro-
measurement of running speed due to the use of posed by Dunn and Kelley (2015) who explained
manual tools in measurement, such as stopwatches. that, ‘there are five phases in a sprint, among
The use of a stopwatch presents problems of accu- others: (a) start techniques, (b) acceleration tech-
racy in the capture of data because of the differences niques, (c) maximum speed techniques, (d) techni-
in the time interval in keystrokes. It can, therefore, cal maintenance of speed, and (e) technical finish’.
be the cause of errors due to the sensitivity, reflexes There are four phases an athlete goes through in
and reactions of the operator. Thus, a need for an a 100-meter race: the starting position, the start-
automatic timer and runner-speed detecting system ing action, the sprinting action, and the finishing
is very important. One solution for such problems action. The starting position is the attitude or posi-
would be the development and manufacture of tion of the runner at start time. The starting action
innovative measuring devices for the measurement has aspects that include the rapid reaction on leav-
of athletes’ running speed based on a microcon- ing the starting block, and the time between the
troller with a personal computer interface system. sound of the gun, with explosive muscle reactions
Innovations required include, first, a tool that can to encourage movement on pushing off from the
measure running speed over 100 meters with an block (Exell et al., 2012; Miller et al., 2012a).
option of adjusting the distance; depending on the The sprinting action has technical specifications,
desired distance of the user, it could be intervals of including maximizing the horizontal speed of move-
every five, eight or ten meters, or other distances. ment and movement prop overpass. According to
To make the system cost-effective but with the Kugler and Janshen (2010), Miller et al. (2012b) and
same function will require the use of phototransis- Rumpf et al. (2013), the finishing action has aspects
tor sensors and the display of results to a personal that include movement of the upper body and coor-
computer that has been installed with a monitor- dination of the upper and lower body. A 100-meter
ing software application instead of an expensive race can be divided into three parts, namely the
Liquid Crystal Display (LCD). A software applica- acceleration at 0–30 meters, the maximum speed
tion created using Visual Basic 12 enables display from 30–60 meters, and the speed maintenance
of the measurement results to the computer. The from 60–100 meters. Acceleration speed increases
tool might not only be used for the measurement after the start reaction in order to achieve maximum
of running speed in races but, in addition, the data speed; the transition from acceleration to maximum
collected while using the tool could be used in other speed is the directionality of technical coordination
analyses when studying outcomes of sports activi- to the maximum speed until the beginning of the
ties; such data could include running speed, endur- decline of speed down to the maintenance speed,
ance at a specific running speed, maximum running because of fatigue in the muscles.
speed, running speed per meter, or running speed in
other measurement quantities.
1.2 Visual programing C
The microcontroller, in relation to the program-
1.1 Running speed measurement
ming language C, is now beginning to displace
According to Bergamini et al. (2012) and Dolanec the language first used for programming micro-
(2009), velocity measurements can be carried out controllers, that is, assembler language. The use
using various commercial tools that have been of the C language is very efficient, especially for
developed, such as devices affixed to shoes of programs that are relatively large on a microcon-
athletes like Garmin Foot Pod, Polar and Suunt, troller. Compared with assembler language, the
Global Positioning System (GPS), differential GPS use of the C language in programming has sev-
radar, photo finish, kinematic analysis, photocells eral advantages including accelerating the devel-
and Optojump. Different ways of measuring the opment time (both modular and structured),
speed with different tools vary in terms of accu- while its weakness is that the compiled source
racy, complexity and price. In the measurement of code is larger and consequently it will sometimes
running, the most frequently used tool is the pho- reduce the speed of execution. CodeVisionAVR
tocell. This tool can be used to measure running software is basically a software programming
speed based on distance and time. language-based family of C language components
252
for microcontrollers. There are three essential com-
ponents integrated in this software: a C compiler, an c__ _ __j Q Ll_c_o-llect-ion_o_ata__jiQ I ~";: IQL_~__j
Integrated Development Environment (IDE), and D
a program generator. The Visual Basic program is
software that is suitable for creating an application
Trial Use Device
L __ _ _ __
1
;''r---1---,§wduct' ;'---,~rio! hi
Revised 'y---1 Products 'y---J ~"i=
Destgn
I
program that can work within the Windows sys-
tem application environment. The language used
in Visual Basic is very easy to learn, with visual
programming techniques that allow users to cre-
ate more intuitive application programs; the user Figure 2. Diagram illustrating the R&D procedure
can set the display form which is then executed by (Sugiyono, 2011).
a script which is very easy. Visual Basic 6.0 is the
result of the development of previous versions,
with several additional components that reflect
current trends, such as a capability of Internet pro-
gramming with DHTML (Dynamic HyperText
Markup Language), and additional features such
as multimedia databases. At the time of writing,
it can be said that Visual Basic 6.0 is still the lead-
ing programming language in creating application
programs that exist on the software market inter-
nationally. This is due to the ease of the process of IBSff
development of an application. A phototransistor

Figure 3. Product design schematic.
sensor device is a type of transistor that works in
association with light. In general, infrared light is
needed to activate a phototransistor; when seen
2 METHODS
in terms of the way it works, a phototransistor is
similar to a light switch, and if a phototransistor is
The research methodology employed in this study
exposed to infrared rays then collector foot-emitter
is the Research and Development (R&D) method
connects and serves as a switch. However, if the
used to test effectiveness of the product. Before
phototransistor is not exposed to infrared light or
products are produced for general use, there is a
is simply exposed to ordinary light-emitters the
need to test the effectiveness of these products. The
collector legs do not connect. Its application in a
results of this study are to be applied in producing
phototransistor is easy, by simply adding a resistor
a measuring tool for running speed which is based
at the collector foot before being connected to Vcc,
on a microcontroller with a personal computer sys-
while the emitter is connected to the ground feet,
tem interface. Figure 2 is a step-by-step illustration
and the output is taken from the leg collector.
of the Research and Development method.
A laser works by amplifying light that has been
The product design model for the assembly of
emitted by the stimulation of a source of radiation.
the running speed measurement tool comprises a
In laser technology, the light produced has its own
system of phototransistors and sensors that sends
characteristics, namely: monochromaticism (one spe-
signals to the microcontroller, which processes the
cific wavelength), coherence (at the same frequency),
signals into data of running time and speed which
and unidirectionality, so that the light becomes very
are displayed on a computer screen. The electronic
strong, concentrated and well-coordinated.
circuit works as an automatic timing system while
simultaneously recording the running speed and
time of the athlete. Figure 3 shows an illustration
of the whole system.
3.1 Sensors and lasers

These components work automatically as tim-
ing controllers; as runners obstruct/disrupt to
laser rays each sensor receives signals that trigger
the phototransistor sensor, which are then read
Figure 1. Phototransistor device system. and sent to the microcontroller for processing.
253
The processed data is sent to a computer that uses
the installed software to display readable results on
the monitor. The main objective of this research
is to produce hardware and software products for
measuring the running speed of athletes using
a microcontroller for processing and a personal
computer interface. The main function of this tool
is to record the sprint speed of athletes. The sys-
tem consists of several main components; the fol-
lowing section explains the components and their
functions:
The main function of phototransistor sensors is
to send signals to the microcontroller circuit when
there are runners who cut the laser light emitted Figure 6. Software personal computer system.
at this sensor. When the laser beam is interrupted
by the passing of the runner the sensor sends a
signal to the microcontroller that then sends the
processed data to the computer. The main func-
tion of the laser is to emit light to the phototransis-
tor sensor; these light beams are the ones runners
cut when running and signals generated after are
sent to the microcontroller circuit, which can be
regarded as the brains of the system. This circuit
consists of several electronic components that are
assembled into a single piece of hardware. The
Figure 7. Running sensor setting at running track.
main function of this tool is to receive signals sent
by the sensor, which are indicated by the cutting of
Light-Emitting Diode (LED) lights on the micro- Table 1. Result of running time sprint of 40 m.
controller circuit.
Distance Time Time/5 m Velocity/5 m
After signals are received, they are forwarded
(m) (sec) (sec) (m/s)
through the microcontroller to the software pro-
gram already installed on the computer. The signal 5 1.6 1.6 3.1
received by the computer from the microcontroller 10 2.3 0.7 6.8
is interpreted by the software on the computer. To 15 3.1 0.8 6.1
create an application that displays data for speed 20 3.9 0.7 6.6
results on a personal computer, a Visual Basic 12 25 4.6 0.7 6.9
30 5.3 0.7 6.5
35 6.1 0.7 6.7
40 6.9 0.8 5.7
Total time 6.9 sec
Average velocity 5.7 m/s
Maximum velocity 6.9 m/s
Distance 25 m
Figure 4. Components running-speed measuring program is used. The researcher named the com-
device. puter application ‘Monitoring Applications Run-
ning Sprint 100 meters’. In the application, the
data recorded is the running time of each line, the
speed of each line, total running time and average
speed. Figure 6 shows a view of the application
interface.
3.2 Field testing product

At this trial the researchers conducted measure-
ments of the speed over a distance of 40 meters.
Figure 5. Network microcontroller and LED indicator. A total of eight sensors were mounted every five
254
meters to determine the speed the athletes were Dolanec, A. (2009). Comparison of photocell and Opto-
running every five meters. jump measurements of maximum running velocity.
Kinesiologia Slovenica, 15(2), 16–24.
Exell, T.A., Gittoes, M.J.R., Irwin, G. & Kerwin, D.G.
(2012). Gait asymmetry: Composite scores for
4 CONCLUSION mechanical analyses of sprint running. Journal of Bio-
mechanics, 45(6), 1108–1111.
A running-speed measuring system based on a Kugler, F. & Janshen, L. (2010). Body position deter-
microcontroller and interface on a personal com- mines propulsive forces in accelerated running. Jour-
puter can be constructed using available electronic nal of Biomechanics, 43(2), 343–348.
components. Costs are reduced in the production Miller, R.H., Umberger, B.R. & Caldwell, G.E. (2012a).
of this system because the expensive LCD board Limitations to maximum sprinting speed imposed by
component is absent. The system could go a long muscle mechanical properties. Journal of Biomechan-
way in measuring and recording vital sporting data ics, 45(6), 1092–1097.
Miller, R.H., Umberger, B.R. & Caldwell, G.E. (2012b).
useful in training athletes and as reference in fur- Sensitivity of maximum sprinting speed to character-
ther sports science studies. This, in turn, would istic parameters of the muscle force–velocity relation-
improve the way sport is managed and studied ship. Journal of Biomechanics, 45(8), 1406–1413.
in Indonesia, putting the country on the road to Rumpf, M.C., Cronin, J.B., Oliver, J.L. & Hughes, M.G.
modern sports science management and study to (2013). Vertical and leg stiffness and stretch-shorten-
match that of more developed countries. ing cycle changes across maturation during maximal
sprint running. Human Movement Science, 32(4),
668–676.
Slawinski, J., Bonnefoy, A., Ontanon, G., Leveque, J.M.,
REFERENCES Miller, C., Riquet, A., … Dumas, R. (2010). Segment-
interaction in sprint start: Analysis of 3D angular
Bergamini, E., Picerno, P., Pillet, H., Natta, F., Thoreux, velocity and kinetic energy in elite sprinters. Journal
P. & Camomilla, V. (2012). Estimation of tempo- of Biomechanics, 43(8), 1494–1502.
ral parameters during sprint running using a trunk- Sugiyono. (2011). Metode Penelitian Kuantitatif, Kualita-
mounted inertial measurement unit. Journal of tif dan R&D. Bandung, Indonesia: ALFABETA.
Biomechanics, 45(6), 1123–1126. Vescovi, J.D. (2012). Sprint speed characteristics of high-
Dunn, M. & Kelley, J. (2015). Non-invasive, spatio-tem- level American female soccer players: Female Athletes
poral gait analysis for sprint running using a single in Motion (FAiM) study. Journal of Science and Medi-
camera. Procedia Engineering, 112, 528–533. cine in Sport, 15(5), 474–478.
255
Network planning software development for wireless communication

system subject learning media
A.B. Pantjawati, E.A. Juanda, B. Mulyanti & M. Mutasimbillah

ABSTRACT: During the learning process of Wireless Communication Systems in the Electrical Engi-
neering Education Program of Indonesia University of Education, students generally face difficulties due
to the number of transmission path parameters that need to be calculated through many formulas. These
parameters are still calculated manually using a calculator, which means that the learning process requires
a relatively long time. Therefore, it is necessary to develop a learning innovation that can shorten and
simplify the calculating process. In this paper, the development of Network Planning Software and its use
as a learning media in Wireless Communication Systems will be discussed. The research was conducted
through three phases, that is, software development, software performance testing and limited implemen-
tation. The results show that the use of this Network Planning Software enhances the learning process
quality. Students can learn more quickly, more interactively and can improve their analytical skills.
1 INTRODUCTION of interactive and student-centered learning. Stu-

dents are encouraged to be active, be able to work
The learning process is one of the most important together and utilize multimedia to develop their
elements in preparing our students to answer the abilities (Permendikbud, 2013). One of the subjects
challenges of the current technological advances. in the Electrical Engineering Education Program
The unstoppable rush of information requires the is Wireless Communication Systems. This subject
development of a learning model that can explore is given to students who take a concentration of
the ability of students to learn more quickly, logi- Telecommunications Engineering Education. One
cally analyze the situation and look for creative of the given topics is Cellular Communication Sys-
solutions for any problems encountered (Rose, tems Network Planning. In this case, students are
1995). Nowadays, conventional learning models required to be able to calculate all the parameters
are generally still applied in Indonesian schools. of the signal transmission path. The problems
This learning model is more teacher-centered. The faced by both students and lecturer in the learning
learning is only in one direction, from teacher to process are that there are so many parameters that
students. Students are positioned as objects who need to be calculated with a lot of formulas that
accept passively what the teacher gives to them. need to be used. Currently, the calculation of these
This reduces the ability of students to learn the parameters is still done manually by using the cal-
subject matter quickly. Students also find it dif- culator. This inhibits the students from understand-
ficult to develop their creativity. The Department ing and resolving network design cases quickly, as
of Electrical Engineering Education, Indonesia most of the learning time is used for calculation
University of Education, has a mission to gen- activities. Frequently, because there are so many
erate vocational schoolteachers that are able to formulas to be used, calculation error is inevita-
encourage their students to become superior stu- ble, so it must be recalculated and, therefore, more
dents who can learn more quickly and become time is needed. That led to students being unable
more active and creative in finding solutions to to develop their analytical skills and creativity in
any problems encountered. This is in line with designing a wireless network. Therefore, learning
the government program to improve the quality innovation that can shorten and simplify the proc-
of education that is stated through the Decree of ess of calculating the transmission path parameters
Minister of Education and Culture No. 70 of 2013 needs to be done, so that the learning process can
on the Basic Framework and Curriculum Struc- take place more quickly and interactively and can
ture Vocational School, which brings a pattern improve the analytical skills of students.
257
2 METHOD
This research was conducted through three phases,

that is, software development, software perform-
ance testing and limited implementation. Software
development includes a Link Performance Calcula-
tion program and a Profile Path program develop-
ment using MATLAB 7.5.0. Software performance
testing is used to determine the level of confidence
and effectiveness of the programs that have been
made. In this case, the test was performed by com-
paring the calculation results of the Network Plan-
ning Software and PathMW software with the
Microsoft excel platform (Subali, 2001) and man-
ual calculation result. Limited implementation was
carried out on four students who took a course of Figure 2. Path Profile design presentation.
Wireless Communication Systems.
..... --............-.......
2.1 Software development
_
The program contains the calculation of losses
during signal transmission, the received power ............
..........,.
_._ .,......,
........ .
,. ............. ......
- . ...... ,....,........... _...... ..._,
. . . .. ...
__-......_....
.._,_~
level, fading margin, outage time, availability, azi-

muth angle, antenna tilting, 1st Fresnel zone and ,
,...,_... ,.,._.
the representation of the Path Profile (Stuber,
2011; Singh & Kaur, 2016). The design was created
using a GUI (Graphic User Interface) Designer
==---=-=
........
........ ,. .......... i.... r-:-
.-.-
~
or GUIDE on MATLAB. Figure 1 shows the ........................

l!ib...-...-a-A . . - t i M . . . . . . . . . . . . . . . . . . . . . . . . . . .....
Link Performance Calculation design. Parameters

l ·+··~......t.'i:..::..-£1
required in the calculation were filled into the input
part, while parameters as a result of the calculation
-=-
:.._ ........
4 ..........
==:::::===-~
....., ..,....,..............
......__.. .....
.....,
'- ~
will appear in the output part. u..._.,_.._I.At.............................

The presentation of the Path Profile design is ...:..~:.:.. ... ~
shown in Figure 2. Input parameters were obtained ~ ~ · : . ... M!ol!!l. --
from terrain data and the calculation results of the ~~:.:. • • MAlt. -·
Link Performance Calculation program. This soft- Figure 3. ‘True Azimuth’ description in pdf file.
ware was also equipped with features to describe
each parameter. Using this feature, students can
quickly get an explanation of each parameter used For example, if students want to know the expla-
in the calculation by clicking the desired button. nation of the ‘true azimuth’, they can just click on
the button, then automatically the description of
‘true azimuth’ in the pdf file will appear on the
computer screen. This description is also equipped
with the formula needed to calculate the param-
eter. This is shown in Figure 3.
2.2 Software performance testing

On this test, the Microwave Worksheet - MSC079-
MKS_02N021, PKU_02N208 - PKU_02N207
and SUM-NAD-0009-H-P - MAS018 data are
used as input parameters (Exalt, 2002). These
parameters are then used for calculating output
parameters by using Network Planning Software,
PathMW software and manual calculations. The
calculation results were then compared with each
Figure 1. Link Performance Calculation design other to find the level of confidence of the soft-
presentation. ware developed. Table 1 shows the Microwave
258
Table 1. Link Performance Calculation input data.
Value
No. Parameter Site A (MSC079) Site B (MKS_02N021)
1. Coordinate: Longitude 119° 26” 32.09’ E 119° 27” 28.80’ E

Latitude 05° 08” 16.98’ S 05° 06” 18.36’ S
2. Feeder Length 0 m 0 m
3. Antenna Diameter 0.6 m 0.6 m
4. Antenna Gain 35.60 dBi 35.60 dBi
5. BER 10−6 10−6
6. Threshold Level −81.50 dBm −81.50 dBm
7. Frequency 13,000 MHz
8. Feeder Loss/m 0.075 dB/m
9. Branching Loss 0.40 dB
10. Obstacle Loss 0 dB
11. Other Loss 0.08 dB (Atmospheric absorption loss)
12. Transmitter Output Power 15 dB
13. Geoclimatic Factor 1.42 × 10−4
Table 2. Link Performance Calculation results.
Value
Link Perform. Calculation Pathmw-v4i Manual Calculation
No. Parameter Site A Site B Site A Site B Site A Site B
1. Azimuth 25.6117° 205.6117° 25.61° 205.61° 25.612° 205.612°

2. Feeder Loss 0 dB 0 dB 0 dB 0 dB 0 dB 0 dB
3. EIRP 50.20 dBm 50.20 dBm 50.20 dBm 50.20 dBm 50.20 dBm 50.20 dBm
4. Fade Margin 37.3367 dB 37.3367 dB 37.35 dB 37.35 dB 37.3 dB 37.3 dB
5. Outage Time 6.7059 × 10−6 6.7059 × 10−6 6.68 × 10−6 6.68 × 10−6 6.63 × 10−6 6.63 × 10−6
6. Availability 99.9993% 99.9993% 99.9993% 99.9993% 99.9993% 99.9993%
7. Distance (d) 4.0408 Km 4.04 Km 4.04 Km
8. Free-Space Loss 126.8583 dB 126.85 dB 126.856 dB
9. Rain Attenuation 2.625 dB 2.625 dB 2.625 dB
10. Total Loss 130.3633 dB 130.35 dB 130.361 dB
11. Net Loss 59.1633 dB 59.15 dB 59.161 dB
12. Rx Input Level −44.1633 dB −44.15 dBm −44.161 dBm
Worksheet - MSC079-MKS_02N021 input data Table 3. Path profile calculation input data.
for Link Performance Calculation. The results are
shown in Table 2. Data from the same source are Point to Point Elevation Vegetation
used for Path Profile calculation input data and No. Distance (d) (h) (veg)
can be seen in Table 3. The results are shown in
1. 0.000 Km 9.85 m 0 m
Table 4. The comparisons showed that the three
2. 0.160 Km 7.4 m 30 m
methods of calculation gave almost the same
3. 0.404 Km 3.7 m 30 m
results. A level of confidence of 90.3% was also 4. 0.808 Km 4.9 m 30 m
obtained. From these results, it can be concluded 5. 1.212 Km −1.0 m 30 m
that the calculations using the Network Planning 6. 1.616 Km 0.0 m 30 m
Software provide a high level of confidence. 7. 3.232 Km 4.5 m 30 m
8. 3.636 Km 3.9 m 30 m
2.3 Limited implementation 9. 3.880 Km 3.3 m 30 m
10. 4.040 Km 2.97 m 0 m
The implementation was carried out for 100 minutes Antenna height Site A = 45 m Site B = 47 m
(2 credits). In this case, four students were asked to k-factor for Earth bulge = 4/3
resolve some calculation problems, either by using
259
Table 4. Path Profile Calculation results.
Value
Path Profile Pathmw-v4i Manual Calculation
No. Parameter Site A Site B Site A Site B Site A Site B
1. Elevation 9.85 m 2.97 m 9.85 m 2.97 m 9.85 m 2.97 m

2. Ant. Tilting −0.069903° 0.069903° −0.069° 0.069° −0.069° 0.069°
3. Ant. Height 45 m 47 m 45 m 47 m 45 m 47 m
4. k-Factor 4/3 4/3 4/3 4/3 4/3 4/3
5. 1st Fz 4.8036 m 4.8253 m 4.828 m
Table 5. Students’ response.
Student
Question A B C D
1. The time required to calculate manually 60 minutes 90 minutes 75 minutes 78 minutes

2. The time required to calculate using 4.5 minutes 7 minutes 6 minutes 7 minutes
Network Planning Software (NPS)
3. Probability of making mistakes when High High High High
using manual calculation
4. Probability of making mistakes when Low Low Low Low
using NPS
5. The number of input parameters that are None None None None
able to analyze their effects on the output
parameters when using manual calculation
6. The number of input parameters that are 4 2 2 3
able to analyze their effects on the output
parameters when using NPS
7. Search for description of the parameters From textbooks Lecture notes Lecture notes From textbooks
when using manual calculation or internet or internet or internet or internet
8. Search for description of the parameters Clicking the Clicking the Clicking the Clicking the
when using NPS buttons buttons buttons buttons
9. Method that make learning easier and NPS NPS NPS NPS
more interactive
the Network Planning Software or manually. They also did not have to worry about making a mistake
were also asked to analyze the effect of changes in and could repeat the calculation process. Using
the input parameter values to the output param- this software allowed them to have more time to
eters by using both methods. They then elaborated explore the parameters and enhanced their analyti-
on their experiences during the implementation. cal skills. From the table, it can be seen that all the
There were five types of questions given to them, students explored at least two parameters. In this
that is, the time required to calculate, possibility of case, Student A explored more parameters than the
making mistakes, the number of parameters that other students. This was because he required less
they explored, their attempts to find an explanation time to compute using the Network Planning Soft-
of the parameters and the method that made the ware. Student B took the longest time to calculate
learning process easier and more interactive. manually, since he had made some mistakes and
the counting process had to be repeated. Signifi-
cant improvements were seen when he used Net-
3 RESULT AND DISCUSSIONS work Planning Software. He only required seven
minutes to insert all input parameters and get the
Table 5 shows the students’ response to the two result. The software helps students when they do
methods used. It was found that students required not understand or need a deeper explanation about
a much shorter time for completing the calculations the parameters. They just have to click a button for
when using the Network Planning Software. They the desired parameter, then the explanation of the
260
parameters and how to calculate them will immedi- REFERENCES
ately appear on the computer screen. The learning
process becomes more enjoyable and interactive. Exalt. (2002). Antenna alignment for terrestrial
microwave system. Technical White Paper. Exalt
Communication.
4 CONCLUSION Permendikbud no.70. (2013). Kerangka Dasar Dan Struk-
tur Kurikulum Sekolah Menengah Kejuruan/Madrasah
Aliyah Kejuruan. Mentri Pendidikan dan Kebudayaan
The Network Planning Software has been made as Republik Indonesia. Jakarta: Permendikbud.
a learning media for the Wireless Communication Rose, C. (1995). Accelerated learning, action guide. Buck-
System subject. This software provides a high level inghamshire: Accelerated Learning Systems Ltd.
of confidence, as seen in the software performance Singh, H.R. & Kaur, H. (2016). Automated alignment of
testing results. Students required a much shorter microwave antenna of base transceiver station by uti-
time to get the output parameter results, which lizing hybrid sources. The Research journal, 2(2), 2–3.
gave them more time to explore the parameters Stuber, G.L. (2011). Principles of mobile communication.
and enhance their analytical skills. This software New York: Springer.
Subali, E. (2001). PathMW-v4i. Bandung: Treetech
helps the students to get a quick explanation of Engineering.
each parameter. The learning process becomes
more enjoyable and interactive.
261
Model of instructional thematic game to improve understanding

of children with intellectual deficiencies using voice kinect sensor
D. Kuswardhana
School of Information Science, Japan Advanced Institute of Science and Technology, Ishikawa, Japan
S. Hasegawa
Research Center for Advanced Computing Infrastructure, Japan Advanced Institute of Science and Technology,
Ishikawa, Japan
ABSTRACT: Children with intellectual deficiencies have diverse limitations, particularly in understand-
ing and expressing a certain object verbally in communication. To resolve these limitations, this paper is
oriented to improve their understanding using speech related to the real object. Therefore, we propose
a model of the instructional thematic game based on a voice Kinect sensor to detect their speech. This
model has an attribute that represents a certain theme for each part of the game topic and a strong rela-
tionship to the curricula in improving the learning process at school. It gives them a rule to learn diverse
things from a single topic of a real subject by associating it with diverse viewpoints from the abstract
subject. Based on the expert and teacher questionnaires to the 13 people involved, most of them answered
that such a model would support the children in getting better results in their understanding of the object
and in improving their articulation.
1 INTRODUCTION 2008). However, without the children being suffi-

ciently engaged, their learning process could not
Communication is one of the important things for be established to create proper pedagogical oppor-
the children with Intellectual Disabilities (ID) to tunities (Hsu, 2011), specifically when the children
learn from the school material from the entire cur- with ID have to face an abstract concept that must
ricula as a part of the central learning component. be understood. Therefore, this paper is oriented to
The children with ID have limitations in commu- propose the model of the instructional thematic
nication, either in receptiveness, such as complexity game, which will enhance their understanding.
of language adversity in organizing and categoriz-
ing information gained from subsequent retrieval,
adversity in abstract concepts and adversity in inter- 2 PROPOSED DESIGNS
preting information (understanding); or in expres-
siveness, such as word processing, which is often We propose the system design formed in the assis-
under cognitive ability, a similar but slower devel- tive technology system. It helps them to increase
opmental path than typical peers, a tendency to use their learning skills and, moreover, to gain under-
more immature language forms and a tendency to standing in an easy, simple and fun way.
produce shorter and less elaborated utterances (Pre-
lock et al., 2008; Miller et al., 1981; Owens et al.,
2.1 Instructional thematic game model
2003; Boudreau & Chapman, 2007). Therefore, we
need an assistive technology system that enables the The Instructional Thematic Game (ITG) model gives
children to enhance their potential. It would also a rule of thumb for the children. It facilitates the
stimulate them to enjoy training, in order to get opportunities for them to learn everything from the
much better results (Standen et al., 2001). real object by associating it with the other abstract
On the other hand, according to some research- subject without ignoring the meaning of the subject
ers, they expressed that the children with ID could (Kuswardhana & Hasegawa, 2016). The model con-
be trained (Seay, 2006; Kuswardhana & Hasegawa, sists of three elements, as shown in Figure 1. First,
2015) and could also particularly improve their understanding abstract is the solution for the children
non-verbal communication using Augmentative with ID who are not able to recognize abstract things.
and Alternative Communication (AAC), such as They do not know the meaning of the abstract sub-
picture exchange systems (Bondy & Frost, 2001) ject, such as mathematics, science, interaction, prob-
and speech generating devices (Cheslock et al., lem solving, etc. Therefore, they will only understand
263
Game curricula is about the animal. Stemming from
Abstract this topic, we create four types of game design.
Science. ~ Namely, the animal name, the animal body name,
Mathematic. Theme of the number of animals and the direction of the
Language, etc. animal. Also, a video that teaches spelling related
I
e.g. "An-
imal" to the animal will encourage the children to learn
Planning, Interaction,
Problem Solving, Re- :--------' more. In addition, the abstract element reached by
Player/
membering the In for- the game relates to understanding, remembering
Children
mation, Practicing, etc. School
Instructions witblD the information, interaction and problem solving.
I Cunicu la
Figure 1. Model of the instructional thematic game.

The method used in this research was single sub-

ject research (Zhan & Ottenbacher, 2001). It was
carried out generally within two steps: namely,
baseline and treatment. This paper was definitely
limited to the baseline step, which was oriented to
the teacher exploration regarding the children with
ID and to endorse and evaluate a proposed design
before it would be used by the children. The pro-
cedure to carry out the research is shown in the
following picture.
The procedure of the baseline stage was
explained as follows:
1. Discussion with the teacher. This step was
Figure 2. Architecture system design. undertaken to gather information in detail
from the teacher about the children with ID
who would have rehabilitation. These data are
something appearing in front of them visibly or in regarded as a consideration point for making
the concrete existence. Second, school instruction/ the system design.
curricula are the substance of the game topic, hav- 2. Pre-identification. This process was undertaken
ing a strong relation to the curricula in improving the to identify a model of the proposed design that
learning process at school. Third, the game delivers would be used by the children. The procedure
the requirements of the instructional theme to the would be done in the following three steps. First,
children with ID in the game application form. assessment was needed to identify the children’s
condition by using the proposed snip system
2.2 Architecture system design design through the teacher. Second, analysis
was oriented to analyze the data acquired pre-
Figure 2 shows a block diagram of the whole envi- viously. Third, need was oriented to reveal the
ronment, which contains the main functions of analysis result for being used as a model for the
the system. The children receive some instructions children to improve.
from the user interface application, which is con-
structed by unity 3D in a windows form. Concur-
rently, such activities are detected by the sensor, 3.1 Participants
through spelling or gesturing as inputs, by sending The participants for the research were the teachers
the skeletal/voice data to the system. The control and involved 13 participants from the two different
library picks up the data sent by sensor to deliver it areas of the school. Namely, SLB Cipaganti Band-
to the application. On the other hand, the user data ung and SLB Al-Barkah Garut.
are able to be stored in the user database through
the data interface, including the result of the game.
And also, the video stemming from the library will 3.2 Questionnaire
come up to the user through the user interface We made a questionnaire, as shown in Table 1,
before the game section (each scenario) starts. for the participants to explore the condition of
the target children, particularly related to their
2.3 Design game application difficulties, which consisted of 10 items with five
alternative answers. Namely, scores from 5 to 1 are
The design of the game refers to the ITG model equal to strongly agree to strongly disagree respec-
described in Section 2.1. The topic related to the tively. The topics of the questions were categorized
264
Developing
Table 2. Validity and reliability test.
PrOgr:lnl App.
Corrected item-total Cronbach’s
Question (Q) correlation alpha if item
number (r calculating) deleted
Q1 0.933 0.780
Treatment staJ.!.e
Q2 0.875 0.762
Q3 0.886 0.768
Q4 0.796 0.767
Figure 3. Single subject research.
Q5 0.891 0.769
Q6 0.880 0.769
Table 1. Questionnaire.
Q7 0.849 0.764
Score Q8 0.902 0.768
No Question Level Q9 0.886 0.768
Q10 0.924 0.761
1 Do they need such equipment to improve
their ability to learn?
2 Would it be fine if this equipment is
presented in a game application based Teacher/ Expert exploration
on the computer?
3 Should this game application exercise
.!
I
children in having planning aspects? ~ 4,5
,.....
I
4 Should this game application exercise ~
children in having interaction aspects? 4
children in having the problem-solving 3,5
8 10
aspects?
Question number-s
children in having a recalling memory
of information aspects? Figure 4. Assessment data.
7 Should this game application tend
to particular thematic aspects related
to their environment? 4 RESULT AND DISCUSSION
8 Should this game application topic have
concurrency to their learning material? Based on Table 2, it was proved that each of the
9 Will their understanding in cognitive questions is valid due to the logic r table < r calcu-
aspect be able to be improved? lating, since N = 13 and the level of significance for
10 Will their speech articulation aspect be 2 tail of r table (0.05) = 0.55. Also, all the items are
able to be improved in particular time? reliable since the Cronbach’s alpha test are satis-
11 How do you think to improve or fied, Cronbach’s alpha > 0.7.
optimize their understanding and The data resulting from the assessment were
speech articulation? shown in Figure 4. The graph shows that all the
items are above the standard level, which means
that the participants expressed a high positive
into three types. First, the questions related to the
argue. The discussions of the results are divided
necessity of the equipment. Second, the questions
into three categories, as follows:
related to the ITG model. And third, the ques-
tions related to the children’s target to improve 1. Question for number 1 is related to the necessity
their understanding and speech articulation. On of the equipment for the children. The Likert
the other hand, question number 11 needed a scale value is 4.8, which is almost close to perfect.
description answer and this was specifically related That means that each of the schools really needs
to the recommendation of activities for improv- such equipment to improve the children with ID.
ing understanding in cognitive aspects and speech 2. Questions for numbers 2, 3, 4, 5, 6, 7 and 8 are clas-
articulation. sified as the ITG model. The Likert scale values of
The Likert scale was used to analyze the data these categories are an average of 4.3. This shows
resulting from the questionnaire. In addition, we that they gave high positive responses. Therefore,
tested the questionnaire using a validation (Correla- according to them, the model can give enhance-
tion) test to accurately measure the children’s con- ment to their difficulties by undertaking a game
dition through an appropriate questionnaire and relating to the learning material in their school.
also a reliability (Cronbach’s alpha) test to get the 3. Questions for numbers 9 and 10 are classified as
consistency of each item over different participants. the children’s targets relating to improving their
265
understanding and speech articulation. Their Research (C) (No. 26330395) from the Ministry of
Likert scale values are an average of 4.1. In these Education, Science, and Culture of Japan. We also
categories, they also gave high positive responses. want to say many thanks to SLB Al-Barkah Sama-
This means that the children can be enhanced to rang Garut and SLB Cipaganti Bandung Indonesia
get better understanding and speech articulation for facilitating us in conducting the research.
in a particular time. In addition, it was also proved
and supported by previous research (Seay, 2006).
REFERENCES
On the other hand, the question for number 11 is
related to the teacher recommendations as follows: Bondy, A. & Frost, L. (2001). The picture exchange com-
1. The game application designed has already met munication system. Journal of Behaviour Modifica-
the requirements of the children, because it tion, 25(5), 725–744.
related to the methods of articulation, such as Boudreau, D.M. & Chapman, R.S. (2007). The relation-
Visual, Audio, Kinaesthetic and Tactic. ship between event representation and linguistic skill
in narratives of children and adolescents with Down
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3. The children keep practicing routinely using moderate intellectual disability. Journal of Intellectual
various assisted devices. and Developmental Disabilities, 46(5), 376–386.
4. Practicing should be facilitated by interesting Hsu, H.J. (2011). The potential of kinect in education.
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should be considered. matic game based on kinect sensor for mental retar-
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tion Animal. 509–514.
5 CONCLUSION Kuswardhana, D. & Hasegawa, S. (2016). A conceptual
model of instructional thematic game for children
The proposed ITG model has three elements: with intellectual deficiencies. Human-computer inter-
abstract, curricula/school instruction (thematic action international 2016 - posters’ extended abstracts
topic) and game. It can be referred to those chil- (Part II). Communication in Computer and Informa-
dren with ID having adversity in abstract concepts tion Science, 618, 243–248.
and interpreting information (understanding) and Light, J. & Drager, K. (2007). AAC technologies for
expressing certain objects verbally, as the solution young children with complex communication needs:
for them by training or conducting the game based State of the science and future research directions.
Augmentative and Alternative Communication, 23(3),
on the ITG model. Moreover, it was supported by 204–216.
the results that the participants gave high positive Miller, J.F., Chapman, R. & MacKenzie, H. (1981).
responses to the ITG model. Individual differences in the language acquisition of
So far, we have just taken the baseline stage. We mentally retarded children. Proceedings of the 2nd
will then go through the subsequent research meth- Wisconsin Symposium Research Child Language.
odology called the treatment stage. In this stage, Madison, Wis: University of Wisconsin.
the research will be oriented to implement the ITG Owens, R.E., Metz, D.E. & Haas, A. (2003). Introduc-
model to some of the children with ID, in order to tion to communication disorders: A life span perspective
recognize the effectivity of the model and also the (2nd Ed.). Boston: Allyn & Bacon.
Prelock, P.A., Hutchins, T. & Glascoe, F.P. (2008). Speech-
enhancement of the children with ID. language impairment: How to identify the most com-
mon and least diagnosed disability of childhood. The
ACKNOWLEDGMENT Medscape Journal of Medicine, 10(6), 136.
Seay, O.J. (2006). Evaluating mental retardation for
We would like to thank the Directorate General forensic purposes. Applied Psychology in Criminal Jus-
tice, 2(3), 52–81.
of Resources for Science, Technology, and Higher Standen, P.J., Brown, D.J. & Cromby, J.J. (2001). The
Education, Ministry of Research, Technology and effective use of virtual environments in the education
Higher Education and the Republic of Indonesia for and rehabilitation of students with intellectual dis-
supporting and funding the doctoral course at Japan abilities. British Journal of Educational Technology,
Advanced Institute of Science and Technology. And 32, 289–299.
also, the Indonesia University of Education as my Zhan, S. & Ottenbacher, K.J. (2001). Single subject
Affiliation for your trusted support. The work is research designs for disability research. Disability and
supported in part by Grant-in-Aid for Scientific Rehabilitation, 23(1), 1–8.
266
Performance improvement of a domestic refrigerator using parallel

expansion device
D. Supriawan, E.T. Berman, M.M. Al Gifari & M. Mutaufiq

Departemen Pendidikan Teknik Mesin, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
ABSTRACT: The purpose of this study was to determine the performance improvement of a domestic
refrigerator that used a parallel expansion device compared to one using a single expansion device. The
experiment was conducted by replacing the single expansion device with a parallel expansion device on a
domestic refrigerator with a capacity of 120 liters and using R-134a as working fluid. To get the experi-
mental data, measurements were performed on the cooling load through various temperatures (from 30°C
to −30°C). The experimental result showed that the use of parallel expansion generated an increase of 17%
in the Coefficient of Performance (COP). The pressure ratio was also lower, so that it caused the compres-
sor to work more efficiently and saved electrical power consumption required by the refrigerator.
1 INTRODUCTION the performance of a domestic refrigerator can be

done by using hydrocarbons as refrigerants. The
The high cost of electricity in Indonesia has driven experimental results show that the hydrocarbons
electronics manufacturers to create efficient appli- could reduce the energy consumption and improve
ances and equipment. The refrigerator is the the actual COP (Sekhar et al., 2004; Wongwises &
household object that has the second largest energy Chimres, 2005; Sattar et al., 2007). Recently, the
consumption after an air conditioner, as the refrig- other relevant studies on the system perform-
erator works for 24 hours (Geppert & Stamminger, ance of a domestic refrigerator have also demon-
2010). Furthermore, Negrao and Hermes (2011) strated that modifying the cooling system using
have estimated that worldwide there is one house- a heat exchanger could improve energy efficiency
hold refrigerator for every six people, which corre- and performance (Klein et al., 2000; Mastrullo
sponds to approximately 6% of the total electrical et al., 2007; Lee et al., 2010; Rahman & Anthony,
energy produced. Thus, the effort to improve the 2015). This study is focused on using a parallel
energy efficiency of electrical equipment is crucial. expansion device to improve domestic refrigerator
In recent years, the researchers have implemented performance.
various ways to reduce energy consumption and In general, a refrigeration system uses a single
have improved the efficiency of the refrigeration expansion device. The parallel expansion device is
system. For example, Yoon et al. (2013) conducted an engineering method on the refrigeration system
the improvement of insulation inside a refrigerator. to reduce the throttling loss of the refrigerant liquid
They had investigated the bypass of the two-circuit as it flows through the liquid line to the evapora-
cycle and the dual-loop cycle. The results showed tor. When the liquid passes through the expansion
that the energy consumptions of the bypass of device, a part of the liquid vaporizes. The pressure
the two-circuit cycle and the dual-loop cycle were of the liquid is reduced to the evaporator pressure
reduced by 5.7% and 6.1%, respectively. Next, so that the saturation temperature of the refriger-
Visek et al. (2014) and Yoon et al. (2011) studied ant entering the evaporator will be below the tem-
the use of a dual/parallel evaporator for a domes- perature of the refrigerated space. The refrigerant
tic refrigerator-freezer and showed that the energy is discharged from the expansion device into the
consumption dropped by 5.6% – 7.8%, respectively. evaporator as a liquid-vapor mixture. Obviously,
In addition, Berman et al. (2016) presented and only the liquid portion of the liquid-vapor mixture
enhanced the performance of a domestic refrig- will vaporize in the evaporator and produce useful
erator with a hot gas injection to the suction line. cooling (Klein et al., 2000). Therefore, the applica-
The results revealed that the injection of hot gas to tion of this engineering method to domestic refrig-
the suction line generated an increase in the COP erators is expected to improve performance and to
of 7% and caused the compressor to work more decrease the energy/power required as the driving
efficiently. Furthermore, the method for improving force of the compressor.
267
2 MATERIALS AND METHODS in accordance with the recommendation of the
manufacturer. For the next stage, the refrigerator
Figure 1 shows the schematic installation of the was operated for about one hour to reach a steady
parallel expansion device used for the experiment. condition and then a container of brine was placed
The main components of the domestic refrigerator into the freezer. Data capture started when the tem-
consisted of an evaporator, compressor and con- perature of the brine was 3°C, with the assumption
denser (Sanyo). Components of the parallel expan- that the system was in a steady condition. Next, the
sion device were made from copper capillary tubing changes were observed until the temperature of the
with a diameter of 0.97 mm. In this study, the work- brine reached –3°C. During the study, the tempera-
ing fluid used was R-134a. Two pressure gauges ture of the environment was kept at 28°C ± 2°C.
(Robin Air) and two temperature sensors (Lutron)
were placed on the inlet and outlet of the compres-
sor to measure the suction and discharge pressures- 3 RESULT AND DISCUSSION
temperature. On the inside of the refrigerator, a
container of the brine (salt water) concentration of 3.1 Refrigerating effect
12% was kept, serving as a cooling load. A ther-
Figure 2 shows the results of the refrigerating effect
mometer (Beuer) was placed in the brine container
of a domestic refrigerator under two testing condi-
to determine the changes in temperature. every 1°C.
tions. In general, the refrigeration effect generated
The experiment was conducted under two con-
by the system using a parallel expansion mode has
ditions. In the first, the system was operated in a
a higher value than that of the normal mode. In
normal mode to obtain baseline data of the refrig-
parallel expansion mode, the refrigerating effect
erator performance. In the second, the system oper-
generated when the brine was 3°C was 136.4 kJ/
ated with a parallel expansion mode. Data retrieval
kg. Then it increased slightly to 138.52 kJ/kg when
was conducted four times under each condition.
the brine temperature reached –3°C. On the other
At the beginning of the study, calibration of all
hand, in the system that used the normal mode, the
the measurement equipment was carried out. Then
refrigerating effect generated when the brine solu-
the vacuum process removed the water content
tion reached 3°C was 131.40 kJ/kg. Further, this
and other substances in the cooling system. After
slowly decreased to 131.01 kJ/kg when the temper-
that, checking was done to find any leaks from
ature of the brine was –3°C.
all the parts and installation of the pipe. The sys-
Based on the results, there had been a 6%
tem was then filled with R-134a weighing 100 g
increase of the refrigeration effect in the system
using a parallel expansion device. The effects of
the use of the parallel expansion device on the
F . - Food 8elnige
domestic refrigerator resulted in the evaporation
~ process in the expansion device becoming shorter,
(F,_FSC) followed by more liquid refrigerant flowing into
the evaporator to absorb heat from the cooling
load (brine). Furthermore, the ratio between the
discharge pressure and the suction pressure gener-
ated by the system becomes lower so that the work
a. eomp.rtn•lt Cond enser of compression needed to compress the refrigerant
142,00
~
F . - Food saor.g. 32 138,00
~
(F,_FSC) t
~ 134,00
OD
·~ 130 ,00
~
Q)
OD -Normal
~ 126,00
0::
-Parallel expansion
a. Ccn.-ln•lt 122,00
3 0 -1 -2 -3
Temperature of brine (C)
Figure 1. Installation scheme of the parallel expansion Figure 2. The refrigeration effects value of a domestic
device on a domestic refrigerator. refrigerator under normal mode and parallel expansion.
268
2,75 ance improvement of the refrigerator, the refrigera-
Q)
()
c tion system was tested in two different conditions.
ro
E 2,50 The results indicate that the installation of a parallel
~
Q)
expansion device on the domestic refrigerator gen-
.!:"2,25
erates an increased 17% value of the Coefficient of
0 Performance (COP) and lowers the pressure ratio
~
c
Q) compressor so that it performs more efficient work
~ 2,00 ~Normal
and saves on the power consumption required by a
0 ~Parallel expansion refrigerator.
u
1,75
3 2 0 -1 -2 -3
Temperature of brine (C)
ACKNOWLEDGMENTS
Figure 3. The COP of a domestic refrigerator system
under normal mode and parallel expansion mode. The authors would like to thank the Rector of
Universitas Pendidikan Indonesia for funding this
research through PPDKI program 2016 (Persatuan
from condensing pressure to evaporating pressure Pegawai Dalam Kesehatan Indonesia (Association
becomes shorter. The achievement of this value of Indonesian Health Employees)), on research
will contribute to a smaller energy consumption scheme penguatan kompetensi.
being needed to operate the compressor.
REFERENCES
3.2 Coefficient of Performance (COP)
Figure 3 presents the Coefficient of Performance Berman, E.T., Hasan, S. & Mutaufiq. (2016). Enhancing
(COP) systems of the two mode conditions of the the performance of the domestic refrigerator with hot
gas injection to suction line. IOP Conference Series:
domestic refrigerator testing. In the normal mode,
Materials Science and Engineering, 128: 012028.
the COP decreased along with the decreasing tem- Geppert, J. & Stamminger, R. (2010). Do consumers act
perature of the brine. At first, the obtained COP in a sustainable way using their refrigerator? The influ-
was 2.15 when the temperature of the brine was ence of consumer real life behaviour on the energy
3°C; a COP of 2.12 was obtained when the brine consumption of cooling appliances. International
temperature was –3°C. Further, when the system Journal of Consumer Studies, 34(2), 219–27.
employed parallel expansion, COP increased sig- Klein, S.A., Reindl, D.T. & Brownell, K. (2000). Refrig-
nificantly. When the temperature of the brine was eration system performance using liquid-suction heat
3°C, the obtained COP was 2.37. Then, the value exchangers. International Journal of Refrigeration,
23(8), 588–96.
fluctuated to 2.48 when the brine temperature was
Lee, M., Kim, Y., Lee, H. & Kim, Y. (2010). Air-side heat
–3°C. These results indicate that the use of paral- transfer characteristics of flat plate finned-tube heat
lel expansion on the refrigeration system led to an exchangers with large fin pitches under frosting condi-
increased 17% value of COP. The high value of tions. International Journal of Heat and Mass Transfer,
COP indicates that the system worked properly. 53(13–14), 2655–61.
The value of COP is influenced by the amount of Mastrullo, R., Mauro, A.W., Tino, S. & Vanoli, G.P.
heat that can be absorbed by the refrigerant flow- (2007). A chart for predicting the possible advan-
ing in the evaporator (refrigeration effect), and the tage of adopting a suction/liquid heat exchanger in
compression work performed by the compressor refrigerating system. Applied Thermal Engineering,
27(14–15), 2443–48.
when it compressed the low temperature-pressured
Negrao, C.O.R. & Hermes, C.J.L. (2011). Energy and cost
refrigerant vapor to high temperature-pressured savings in household refrigerating appliances: A simu-
refrigerant vapor. If the value of the refrigeration lation-based design approach. Applied Energy, 88(9).
effect is big and the value of the compression work Rahman, M.A. & Anthony, M.J. (2015). Experimen-
is small, the COP obtained will be large. The bigger tal study on frosting/defrosting characteristics of
the value of the refrigeration effect and the smaller microgrooved metal surfaces. International Journal of
the value of the compression work, then this will Refrigeration, 50, 44–56.
result in a better value of COP being obtained. Sattar, M.A., Saidur, R. & Masjuki, H.H. (2007). Per-
formance investigation of domestic refrigerator using
pure hydrocarbons and blends of hydrocarbons as
refrigerants. Waset, 23,223–8.
4 CONCLUSION Sekhar, S., Joseph, D., Mohan, L. & Renganarayanan, S.
(2004). Improved energy efficiency for CFC domestic
Research on the use of parallel expansion devices to refrigerators retrofitted with ozone-friendly HFC134a/
improve the performance of domestic refrigerators HC refrigerant mixture. International Journal of Ther-
has been conducted. To demonstrate the perform- mal Sciences, 43(3), 307–14.
269
Visek, M., Joppolo, C.M., Molinaroli, L. & Olivani, Yoon, W.J., Jung, H.W., Chung, H.J. & Kim, Y. (2011).
A. (2014). Advanced sequential dual evaporator Performance optimization of a two-circuit cycle with
domestic refrigerator/freezer: system energy opti- parallel evaporators for a domestic refrigerator-freezer.
mization. International Journal of Refrigeration, 43, International Journal of Refrigeration, 34(1), 216–24.
71–79. Yoon, W.J., Seo, K. & Kim, Y. (2013). Development of
Wongwises, S. & Nares, C. 2005. Experimental study an optimization strategy for insulation thickness of a
of hydrocarbon mixtures to replace HFC-134a in a domestic refrigerator-freezer. International Journal of
domestic refrigerator. Energy Conversion and Manage- Refrigeration, 36(3), 1162–72.
ment, 46(1), 85–100.
270
Internship program in higher vocational education: Students’

performance evaluation
D. Zakaria, A.G. Abdullah, M. Somantri & A.A. Danuwijaya

ABSTRACT: The study was conducted to evaluate the students’ performance in the internship program in
higher vocational education, especially in the Department of Electrical Engineering Education FPTK UPI
(Faculty of Technology and Vocational Education, Universitas Pendidikan Indonesia). It provides sugges-
tions about how to perform an appropriate internship program based on previous studies. The respondents
were 160 students (graduates or undergraduates) who have undertaken the internship program from 2000–
2013. There were only four external variables that were studied, including the procedure of internship pro-
gram performance, the role of the workplace supervisor, the role of the lecturer supervisor and the student’s
job description. The study used a quantitative method. The findings of this research showed that the proce-
dure of internship program performance and the role of the lecturer supervisor were not sufficient, while the
role of the workplace supervisor and the student’s job description in the internship were appropriate.
1 INTRODUCTION by his own choice or requested by the company/

workplace (Billett, 2011).
Internship has been an integral part in vocational Based on the objectives of vocational education
education. It serves as a bridge between vocational above, it is undeniable that the internship program
education and the workplace, so that students will must be conducted by each vocational student. The
have a better understanding of their industrial students’ real experience in the field of the work-
work when actually entering the workplace after place will be invaluable for the students’ future work.
graduation. A problem that is commonly encountered in the
Internship is a student placement in the work- internship program is the mismatch between the
place that can have positive impacts for both the internship place (industry or company) and the com-
owner of the workplace (getting a new employee) petencies learned by the students during the learning
and for the student (to get new experience about process at the university. It occurs due to the absence
their future work based on their competency) of structured agreement between educational insti-
(Coco, 2000). With the internship program, stu- tutions and industries or companies regarding the
dents will get direct field experience related to internship program. When signing up for the intern-
the competencies that have been learned in col- ship program, students are positioned as job seekers
lege, learn how to adapt to the workplace and be with a letter of introduction from the educational
trained in their responsibilities for performing the institutions to apply for internships in a particular
job (Gamboa et al., 2013). To get the maximum company. If accepted in industry, students must be
results of internship program implementation, an willing to follow the programs given by the com-
internship program for students should be coor- pany, without any coordination with the educational
dinated between universities and industries (Polat institution. As a result of this, an agreement between
et al., 2010; Liviu & Ana-Andreea, 2013). universities and companies/industries regarding the
Vocational education is higher education that internship program is a necessity, so that the pro-
is established with the aim of training prospective gram runs in accordance with the competencies that
workers to perform jobs in an organization or work- students have learned during the learning process at
place (Hadi et al., 2015). Vocational education has university (Liviu & Ana-Andreea, 2013).
the objectives of providing information to individu- Another problem is the ineffective monitoring
als about the field of the selected job, initial prepa- process of the internship students. It is common that
ration of individuals regarding the development of there are a large number of students who follow the
capabilities and training in the field of the selected internship program. However, the proportion of stu-
job, to develop individuals in the workplace as a dents and lecturers is imbalanced. The lecturers who
requirement for performing continuously changing guide and evaluate the students are limited, and this
work and to give experience to individuals if later results in the poor monitoring process of the stu-
there is a transition of work in the workplace, either dents by the lecturer (Koc et al., 2014). During the
271
internship program (1–3 months) the lecturer visits FPTK UPI that have conducted the internship pro-
the industry a minimum of three times to discover gram. Data were collected through questionnaires,
the progress of the students. However, if the distance literature reviews and interviews. The examined
from the campus to the industry is too far, there will variables were only from external factors, including
be another problem. To solve these problems, the internship implementation procedures, the role of
use of an Online Diary is required for students. The the Supervising lecturer the role of the supervisor
diary must be filled out by students once a week to from industry and the students’ job description dur-
share what they learn during the internship program. ing internship.
This would help the assessment process to be more The procedure in this research is shown in
effective (Koc et al., 2014). The results of the study Figure 1.
from 70 students who have already implemented the The questionnaire has been compiled and then
“Online Internship Journal System” indicate that shown to the supervisor for revision. Furthermore,
most interns react positively to the learning and the to test the validity, the questionnaire was tested by
reflective processes embedded in journal writing distributing questionnaires to 40 students who have
(Chanlin & Hung, 2015). carried out the internship program. The questions
According to Alkin in 1969, evaluation is a proc- that pass the validity test are then compiled into
ess of ensuring that the correct decision is made, the questionnaire used in the study, which was then
selecting the right information and collecting and distributed to 160 students and alumni. The data
analyzing the information in order to report use- collected from the questionnaire were processed, pre-
ful data summaries to the decision makers when sented and analyzed. The results of the analysis are
choosing alternatives (Arifin, 2010). Alkin offers used to provide conclusions and recommendations.
five kinds of evaluation, including assessment A literature review was conducted by review-
system, program planning, program implementa- ing international journals related to the internship
tion, improvement program and certification pro- program to provide basic and sufficient insights
gram. This present study used Alkin’s model of the concerning the implementation of internship pro-
improvement program. The improvement program grams on colleges throughout the world, before
provides information on how the program func- conducting further research on the evaluation of
tions, how the program works and whether unex- the internship program in Electrical Engineering
pected issues or new problems arise when achieving Education in FPTK department.
the goals. In other words, the evaluators identify the Field study was conducted by interviewing a few
problems that arise, collect and analyze data and students who had already conducted the internship,
submit this to the decision makers to make improve- regarding the implementation of the internship in
ments to the program implementation immediately
According to some references, good practice
for internships is characterized by certain aspects.
In the aspect of working practice, students are Literature Review, Field Study, Problem
facilitated to work in groups so that the weakest ldenl iflcalion, Problem formulation and
limitaton
students will have increased competency (Binder

et al., 2015). In addition, students complete a rou-
tine journal that can provide guidance to students
in achieving the goals of internship (Gaba, 2015).
In terms of the program itself, the internship
program should have cooperation between edu-
cational institutions and related industries, so that
the implementation of the internship runs on track
(Liviu & Ana-Andreea, 2013). Besides, a good
practice of the internship program is the existence
of internship information systems that allows stu-
dents, lecturers and supervisors from the industry
to communicate with each other so that the guid-
ance process becomes effective (Chanlin & Hung,
2015; Chopvitayakun, 2015).
2 METHODS
This study uses a quantitative approach. It involved

students/alumni from the classes of 2000–2013 of
the Electrical Engineering Education Department Figure 1. Research procedure.
272
terms of service satisfaction aspects, process guid- Table 1. Number of respondents from every class.
ance with the supervisor, guidance process with the
supervisor from industry and the final evaluation. No Class Number of respondents Percentage (%)
The interview results can be included in the ques-
1 2000 0 0
tionnaire and formulation of the problem. 2 2001 1 0.625
3 2002 2 1.25
4 2003 0 0
3 RESULTS AND DISCUSSION 5 2004 0 0
6 2005 1 0.625
The data collection is conducted by using the Google 7 2006 4 2.5
Forms. Researchers sent a questionnaire to each 8 2007 1 0.625
respondent. From the results of the questionnaire 9 2008 4 2.5
distribution, there were 160 data collected, with the 10 2009 10 6.25
number of respondents as shown in Table 1: 11 2010 20 12.5
In Table 1, the majority of the respondents were 12 2011 26 16.25
from the classes of 2009–2013, with the highest 13 2012 81 50.625
number of respondents in the class of 2012, which 14 2013 10 6.25
reached 50.625% of the total respondents. This is
because the classes of 2009–2013 are still active Total 160
Table 2. Result of data processing for variable: Implementation procedure of internship.
Score
No Questions 1 2 3 4 5 Value Mean SD
1. Internship implementation procedures in Electrical 12 37 55 50 6 60.13% 3.01 1.000

Engineering Education Department was clear
2. Socialization of the internship procedure has been good 21 57 54 24 4 51.63% 2.58 0.981
3. Department provide a list of companies or industries 72 52 22 8 6 51.63% 1.90 1.059
that receive the students to carry out internship
4. There has been a cooperation agreement between the 64 50 28 12 6 40.75% 2.04 1.104
company/industry with the department on the
implementation of internship
5. Students communicate with the supervisor before 30 23 46 40 21 59.88% 2.99 1.296
deciding the place of internship
6. Making sure letter of internship from faculty is on time 23 29 55 43 10 58.50% 2.93 1.130
7. Students do internship based programs that have been 20 44 36 43 17 59.13% 2.96 1.215
agreed by the department with industry/company
Table 3. Result of data processing for variable: The role of industry supervisor.
Score
1 Guidance process with supervisor from industry is 2 11 29 70 48 78.88% 3.94 0.933

progressing well
2 Students are given certain performance targets by 7 20 40 61 32 71.38% 3.57 1.079
supervisor from industry
3 Students doing work in groups 13 31 39 51 26 65.75% 3.29 1.189
4 Students create a daily journal to find out the achieve- 15 37 54 38 16 60.38% 3.02 1.119
ments of the work presented by the supervisor from
industry
5 Implementation of internship improves student’s 1 8 34 66 51 79.75% 3.99 0.890
competency
6 Internship assessment is given objectively by supervisor 3 4 45 73 35 76.63% 3.83 0.863
from industry
273
Table 4. Result of data processing for variable: The role of lecturer supervisor.
Score
1 Guidance process with the lecturer supervisor went well 7 11 56 60 26 70.88% 3.54 0.990
2 Lecturer supervisor visited the internship place 91 40 17 8 4 34.25% 1.71 1.012
3 Lecturer supervisor knows the routine achievement of 31 46 60 17 6 50.13% 2.51 1.040
student
4 There is good communication between the lecturer 59 42 40 9 10 43.63% 2.18 1.176
supervisor and supervisor of industries related to the
implementation of students’ internship
5 Students can easily interact with the lecturer supervisor if 19 31 59 35 16 59.75% 2.99 1.138
got into trouble during internship
6 Internship assessment is given objectively by lecturer 5 13 54 59 29 71.75% 3.59 0.980
supervisor
7 Internship seminar conducted in accordance with 8 11 60 55 26 70% 3.50 1.009
procedures
Table 5. Result of data processing for variable: Student job description during internship.
Score
1 Students are given a clear job description from lecturer 14 51 56 30 9 56.13% 2.81 1.025
2 Students get the materials/practices in accordance with 6 16 44 69 25 71.38% 3.57 0.994
their competency
3 Tasks/target given by the supervisor of industry in 5 15 65 60 15 68.13% 3.41 0.899
accordance with time length of internship
4 Supervisor from industry explained job description to 3 8 43 64 42 76.75% 3.84 0.938
students during the internship
on campus so that, when asked for help to fill out the internship in the Electrical Engineering Educa-
a questionnaire, they responded immediately. In tion Department still need some improvements due
contrast, the classes of 2000–2008, when asked to lack of socialization of internship programs to
for help in completing the questionnaire, do not students and the absence of cooperation between
quickly respond to it because they are already busy the department and industry regarding the intern-
at work or with other activities. ship program. From the results of the respondent
Tables 2 to 5 show the results of the respond- data, the supervising role of the industry is good.
ents’ data processing from four research variables: One thing lacking was that there were supervisors
Based on the data in Table 2, the procedures who required their students to make a regular jour-
for implementing the internship in the Electri- nal, while others did not. The role of the lecturer
cal Engineering Education Department still need supervisor needs to be improved because they
some improvement. Also, there is no cooperation lacked information about the students’ achieve-
between the department and industry regard- ments during the internship, missed visits to the
ing the internship program. Based on the data in internship places and did not have sufficient com-
Table 3, the role of the industry supervisor is good. munication with supervisors from industry. Based
Based on the data in Table 4, the role of the lec- on the respondent data collected, students’ job
turer supervisor needs some improvement. There descriptions in the internship have been sufficient.
is no communication process between the lecturer
supervisor and the industry supervisor. Based on
the data in Table 5, the students’ job description REFERENCES
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275
Effect of installation of a T-junction on the performance of an

air-conditioning system
E.T. Berman, A. Setiawan, S. Hasan & M. Mutaufiq

Department of Mechanical Engineering Education, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
ABSTRACT: This study aims to determine the effect of the installation of a T-junction on the perform-
ance of an air-conditioning system. The T-junction is installed to separate the phase of the refrigerant
liquid and vapor that flows to the evaporator. Tests are carried out on an air-conditioning system of air-
cooled water with a chiller capacity of 9495 kJ and whose working fluid is R-22. Data is collected during
the time when the water temperature is at a steady state of T = 14°C to T = 10°C and the superficial velocity
of the water is set to a constant of 0.5 m/s. The experimental results showed that the T-junction installation
on the air-conditioning system generates an increase in the refrigerating effect and Coefficient of Perform-
ance (COP) systems by 4% and 10%, respectively. The pressure ratio is also lower, causing the compressor
to work more efficiently and reducing the electric power needed by the air-conditioning system.
1 INTRODUCTION managing the distribution of the two-phase state

of refrigerant flowing to the evaporator (Cho et al.,
Air-conditioning systems (AC), which play an 2003; Zou & Hrnjak, 2014). The two-phase refriger-
important role in creating the comfort of occu- ant generated in the expansion process is separated
pants, are among the largest energy consumers in into saturated vapor and a liquid stream. The liquid
buildings. Furthermore, as most people spend more phase is supplied into the evaporator, in which it
than 90% of their time inside (Qi et al., 2012), the vaporizes and provides the cooling capacity, while
development of an energy efficient AC system will the refrigerant vapor will produce superheat vapor.
play a key role in reducing energy consumption. Therefore, it is important to improve refrigerant dis-
Normally, more than 50% of the energy used in tribution to the evaporator. The method of phase
buildings is consumed by the AC system (Yau, 2008; separation using a T-junction was first introduced by
Enteria & Mizutani, 2011). In Indonesia, the largest the Oranje in 1973, which examines the separation
electric energy consumption is dominated by the air- of the two-phase flow of gas-liquid (Wang et al.,
conditioning system, especially in areas that have hot 2008). Then, Tuo and Hrnjak (2012a, b) presented
and humid climates, such as Jakarta (Kubota et al., the study of vapor-liquid refrigerant (R-134a and
2014). The conditions in other places are not very R-410 A) separation in vertical impact T-separators
different. In the United States, the energy consump- for use in Flash Gas Bypass (FGB) vapor compres-
tion of AC systems uses about 50% of the energy in sion systems. His research states that by using FGB,
buildings (Pérez-Lombard et al., 2008). In Europe, a COP of 4% - 7% higher is achieved than by using a
around 40% of energy consumption is represented in system with Direct Expansion (DX).
commercial and residential buildings (Balaras et al., This study aims to determine the effect of the
2007). More than 70% of building energy consump- T-junction installation on the performance of an
tion is to support cooling systems in the Middle East air-conditioning system that uses the working
(El-Dessouky et al., 2004). The growing reliance on fluid R-22. A T-junction was installed after the
AC systems in residential, commercial and indus- expansion device, wherein only the liquid refrig-
trial environments has resulted in a huge increase erant was supplied to the evaporator, while the
in energy usage, particularly in the summer months. refrigerant vapor in the bypass went directly to
An understanding of the energy efficiency of the the suction line. The implementation of the recon-
air-conditioning system is very important, both to figuration of the traditional system is expected to
protect consumers from the high costs of basic elec- reduce the load of the compressor when doing the
tricity and to protect the environment from the nega- work of compression, which will impact on the
tive impacts of greenhouse gas emissions generated increase of the Coefficient of Performance (COP)
by the use of electrical equipment. system and decrease the value of the compressor
The method of improving the performance of power required as its driving force (Berman et al.,
an air-conditioning system can be achieved by 2016).
277
2 MATERIALS AND METHODS 3 RESULTS AND DISCUSSION
Figure 1 shows the schematic of the experimen- 3.1 Refrigerating effect

tal setup. This experimental setup was designed
Figure 2 shows the results of the refrigerating
to evaluate the effects of the T-junction installa-
effect of the air-conditioning system under two
tion on the performance of the air-conditioning
testing conditions: with a T-junction and under
systems. The experimental setup consisted of a
normal conditions (without a T-junction).
refrigeration circuit, a water circuit and a con-
In general, the refrigerating effect generated by
trol measurement system. The refrigeration cir-
the system operating with a T-junction has a higher
cuits consisted of a reciprocating compressor,
value than that of the normal system. In the normal
an air-cooled condenser, an evaporator, an accu-
system, the refrigerating effect generated when the
mulator, an expansion device and a T-junction.
water was 14°C was 164.48 kJ/kg. Then, it fell to
The water circuits consisted of a cooling coil, a
163.44 kJ/kg when the temperature of the water was
water pump and two hand valves. The control
10°C. On the other hand, in the system that operated
measurement system included the pressure gage,
with a T-junction, the refrigerating effect generated
the temperature sensor and a flow meter. R-22
when the water was 14°C was 167.6 kJ/kg. Further,
is used as a primary working fluid, while water
this increased to 169.72 kJ/kg when the temperature
is used as a secondary heat transfer fluid at the
of the water was 10°C. Based on the results, there
evaporator.
had been a 4% increase in the refrigerating effect of
The experiment will be conducted under two
the system operating with a T-junction. The effects
conditions. At the beginning of the research, the
of the use of the T-junction on the air-conditioning
system was operated under normal conditions
system resulted in a smaller ratio of discharge and
(without a T-junction) to obtain baseline data
suction pressures, causing the compression work
on the performance of an air-conditioning sys-
that compresses vapor from condensing pressure
tem. After that, the T-junction was installed to
to evaporating pressure to become shorter. Such
the refrigeration circuits. Before the second data
results/values will contribute to the energy consump-
retrieval, the system was flushed using nitrogen
tion of the compressor, which becomes smaller.
to eliminate dirt, moisture and other substances
in the system that might affect its performance.
Then, the system was filled with R-22 weighing 3.2 Coefficient of performance
0.76 kg in accordance with the recommendation
Figure 3 presents the Coefficient of Perform-
of the manufacturer. Data capture started when
ance (COP) data of two conditions of the air-
the temperature of the water was 14°C, with the
conditioning system testing.
assumption that the system was steady. Next,
In the normal system, the COP decreased along
changes were observed until the temperature of
with the decreasing temperature of the water. At
the water reached 10°C. During the study, the
first, the obtained COP was 5.05 when the tempera-
superficial velocity of the water to a cooling coil is
ture of the water was 14°C; the COP of 4.85 was
set constant at 0.5 m/s and the temperature of the
obtained when the water temperature was 10°C.
environment was kept at 28°C ± 2°C. The research
Further, when the system employed a T-junction,
procedure was implemented three times to obtain
the COP increased slowly. When the temperature
the average value.
171 ,00
-with T-junction
]> 170,00
~ 169,00
- ---./
-without T -junction _/
~ 168,00
iTI 167,00 •
g> 166,00
&
~ 165,00
-~ 164,00
163,00
• ·------.-------.....
162,00 +---~--~--~~--~--~
14 13 12 11 10
Temperature of Water Cooling (C)
Figure 2. The results of the refrigerating effect of the

air-conditioning system under two testing conditions:
Figure 1. The schematic of the experimental setup. with a T-junction and normal (without a T-junction).
278
6,00
--with T·junction ACKNOWLEDGMENT
Q)
~ 5 ,80
-e-without T -junction
.gE"' 5 ,60 The author would like to thank the KemenRis-

tekDikti for funding this research through the
8: 5 ,40 research program of decentralization, on research
----------
~ 5,20 scheme penelitian hibah bersaing.
-~" 5 ,00 •
~0
u
4,80 • REFERENCES
4,60
14 13 12 11 10 Balaras, C.A., Grossman, G., Henning, H.M., Ferreira,
Temperature of Water Cooling (C) C.A.I., Podesser, E., Wang, L. & Wiemken, E. (2007).
Solar air-conditioning in Europe-An overview. Renew-
Figure 3. The Coefficient of Performance (COP) sys- able and Sustainable Energy Reviews, 11(2), 299–314.
tem of two conditions of the air-conditioning system Berman, E.T., Hasan, S. & Mutaufiq, M. (2016). Enhanc-
testing. ing the performance of the domestic refrigerator with
hot gas injection to suction line. IOP Conference
series: Materials science and engineering, 128, 012028.
Cho, H., Cho, K. & Kim, Y.S. (2003). Mass flowrate
of the water was 14°C, the obtained COP was 5.46. distribution and phase separation of R-22 in multi-
Then, the value fluctuated and rose to 5.50 when the microchannel tubes under adiabatic condition. In
water temperature was 12°C. Next, the COP fell to ASME 2003 1st International Conference on Micro-
5.34 when the water temperature was 10°C. These channels and Minichannels (pp. 527–533). American
results indicate that the use of a T-junction on the Society of Mechanical Engineers.
El-Dessouky, H., Ettouney, H. & Al-Zeefari, A. (2004).
refrigeration system results in an increased value of Performance analysis of two-stage evaporative cool-
COP of 10%. The greater value of COP indicates ers. Chemical Engineering Journal, 102(3), 255–66.
that the system worked properly. The value of COP Enteria, N. & Mizutani, K. (2011). The Role of the ther-
is influenced by the amount of heat that can be mally activated desiccant cooling technologies in the
absorbed by the refrigerant flowing in the evapora- issue of energy and environment. Renewable and Sus-
tor (refrigerating effect), and the compression work tainable Energy Reviews, 15(4), 2095–2122.
performed by the compressor when it compressed Kubota, T., Surahman, U. & Higashi, O. (2014). A com-
the low temperature-pressured refrigerant vapor to parative analysis of household energy consumption in
high temperature-pressured refrigerant vapor. If the Jakarta and Bandung. 30th International PLEA Con-
ference, no. December: 1–8.
value of the refrigerating effect is big and the value Pérez-Lombard, L., Ortiz, J. & Pout, C. (2008). A Review
of compression work is small, the COP obtained on buildings energy consumption information. Energy
will be large. The bigger the value of the refriger- and Buildings, 40(3), 394–398.
ating effect and the smaller the value of the com- Qi, R., Lu, L. & Yang, H. (2012). Investigation on air-
pression work, the better will be the value of COP conditioning load profile and energy consumption of
obtained. desiccant cooling system for commercial buildings in
Hong Kong. Energy and Buildings, 49, 509–18.
Tuo, H. & Hrnjak, P. (2012a). Experimental study of
4 CONCLUSIONS refrigerant two phase separation in a compact vertical
T-junction. In ASHRAE Transactions, 118, 672–80.
Tuo, H. & Hrnjak, P. (2012b). Flash gas bypass in mobile
Research on the installation of a T-junction to air-conditioning system with R134a. International
improve the performance of the air-conditioning Journal of Refrigeration, 35(7), 1869–1877.
has been conducted. To demonstrate the perform- Wang, L., Wu, Y., Zheng, Z., Gua, J., Zhang, J. & Tang,
ance improvement of the air-conditioning system, C. (2008). Oil-water two phase flow inside T-junction.
we tested the refrigeration system in two different International Journal of Multiphase Flow, 20, 147–153.
conditions. The results indicate that the T-junction Yau, Y.H. (2008). The Use of a double heat pipe heat
installation on the air-conditioning system gener- exchanger system for reducing energy consumption of
ates an increased value of the refrigerating effect treating ventilation air in an operating theatre-A full
year energy consumption model simulation. Energy
and the coefficient of performance system, respec- and Buildings, 40(5), 917–25.
tively by 4% and 10%. This has a significant impli- Zou, Y. & Hrnjak, P.S. (2014). Single-phase and two-
cation for the lighter work of the compressor and phase flow pressure drop in the vertical header of
low electrical power needed by the air-conditioning microchannel heat exchanger. International Journal of
systems. Refrigeration, 44, 12–22.
279
Analysis of computer science curriculum development to improve

competency of graduates for global workforces market
F. Purwani & Y. Desnelita

Universitas Negeri Padang, Padang, Indonesia
ABSTRACT: Development of the curriculum requires particular attention to educational goals by look-
ing at the needs of industries. This research aims to analyze the qualifications of the computer science
curriculum in Indonesia and compare it with the ACM-IEEE Computing Curricula 2013, as well as the
actual needs of industries. The research results showed that there is no significant difference between the
computer science curriculum in Indonesia and the ACM-IEEE Computing Curricula 2013. Many gradu-
ates are considered to have low competency, which is mainly caused by poor synchronization between the
curriculum taught and the needs of industries. It also found that there has been no consistent collaboration
between curriculum development in universities, stockholders and relevant government bodies. The study
proposes a curriculum development model that enables better collaboration between the parties using
cloud technology, which will reduce the competency gap between graduates and what industries need.
1 INTRODUCTION 1.2 The research objective

This research was done to analyze the current
1.1 Background
computer science curriculum and compare it with
The inclusion of Indonesia in the Asean Economic ACM-IEEE Computing Curricula 2013 in view
Community (AEC) has significantly increased of the demands of the global labor market. Addi-
competition in the labor market, because every tionally, this research aimed to develop a common
citizen of AEC countries is free to move and work platform for information systems for the labor
throughout ASEAN. market and the computer science curriculum in
On the other hand, the impact of globaliza- universities.
tion and rapid technology evolution demands
that graduates have suitable competencies in both
1.3 Framework theory
knowledge and technology application. The condi-
tion above is becoming more challenging as there is Computer science is concentrated into three
also an indication of a loss of employment oppor- major fields: software design and implementa-
tunity due to minimum employment information. tion, development of effective methods to solve
There is no curriculum portal that is developed computation problems and development of a new
and integrated to support the labor market (Baum- way of using computers. Curriculum development
gartner, 2013), which results in a reduced chance of computer science, information engineering,
of obtaining jobs (Fardoun et al., 2014). Research information system, computer engineering and
in Japan reported that there is a gap between the their derivatives should be in alignment with the
skills required by industries and those that the joint task force ACM Association for Computing
graduates obtained from the educational institu- Machinery, which has established the standard
tions (Kobata et al., 2014). curriculum.
The above gap also occurs in the field of infor- Based on Indonesian government regulation
mation technology. The demand for ICT specialists no. 8 in 2012, curriculum development should
is not in line with the computer science curricu- follow KKNI (Kerangka Kualifikasi Nasional
lum, in particular for the ICT industry in Europe Indonesia (Indonesia National Qualification
(Milosz & Lukasik, 2015). In this case, steps were Framework)). In addition to that, the computer sci-
taken by the educational institutions to redesign ence curriculum also needs to refer to APTIKOM
the curriculum to better meet the needs of indus- as the association of higher education for infor-
tries and the global market. mation and computers in Indonesia. APTIKOM
281
has been appointed to standardize the curriculum Table 2. Number of core lecture hours CS2013 in com-
based on KKNI. So far, APTIKOM has mapped parison with previous curricula.
the competency of graduates in five domains:
computer engineering, computer science, software CS2013 CS2008 CS2005
engineering, information systems and information Knowledge area Tier1 Tier2 Core Core
technology (APTIKOM, 2015).
ACM (Association for Computing Machin- AC- Algorithms and 19 9 31 31
ery) was established in 1942. ACM has developed Complexity
methodologies and standard processes, including a AO- Architecture 0 16 36 36
software engineering Body of Knowledge (BoK) fol- and Organization
lowing global evolution of research and technology. CS- Computation 1 0 0 0
Software engineering has evolved into a new Science
subject where students of computer science are DS- Discrete 37 4 43 43
aiming to become software engineers, as reported Structure
in Computing Curricula 2005 (CC2005) published GV- Graphics and 2 1 3 3
Visualization
by IEEE (Institute of Electrical and Electronics
HCI- Human-Comp 4 4 8 8
Engineers). Interaction
The CC2005 has been updated and additional IAS- Information 3 6 − −
reports with updated versions were attached: Assurance and
in 2008, the Computing Curricula Information Security
Technology was approved; in 2010, the Comput- IM- Information 1 9 11 10
ing Curricula Information Systems was completed Management
and published; Computer Science 2013 (CS2013). IS- Intelligent System 0 10 10 10
(Force, 2013). NC- Network and 3 7 15 15
The employment market in Indonesia continued Communication
to grow in 2014 and 2015. In August 2014 it was esti- OS- Operating 4 11 18 18
mated that the Indonesian population had reached System
PBD- Platform-based 0 0 − −
Development
Table 1. Computer science branches. PD- Parallel & 5 10 − −
Distri- buted
Subject BoK Computing
PL- Programing 8 20 21 21
Mathematic Science DS- Discrete Structure Languages
CS- Computation Science SE- Software 6 22 31 31
Algorithms and AC- Algorithms and Engineering
Programing Complexity SF- Systems 18 9 − −
PL- Programing Languages Fundamentals
Intelligent System IS- Intelligent System SP- Social Issues 11 5 16 16
Software Engineering SE- Software Engineering and Professional
IM- Information Management Practice
SIPP- Social Issues and
Professional Practice Total Core Hours 165 143 290 280
HCI- Human-Comp
Interaction All Tier1 + All Tier2 Total 308
PBD- Platform-based All Tier1 + 90% of Tier2 Total 293.7
Development All Tier1 + 80% of Tier2 Total 279,4
Architecture GV- Graphics and Visualization
Computer Source: (Force, 2013)
AO- Architecture and
Organization
OS- Operating System 252.7 million, with 121.9 million in the workforce.
SF- Systems Fundamentals The number of jobs recorded an increase of 1.7%
IAS- Information Assurance from August 2013 to 2014, while the workforce
and Security
recorded an increase of 1.4% in the same period.
Distributed System PDC- Parallel & Distributed
Computing
This trend indicates a reduction of the unemploy-
NC- Network and ment rate within the workforce (Ilo, 2015).
Communication According to the Head of Research and Devel-
opment of Human Resources—Ministry of
Source: (APTIKOM, 2015) Communication and Information, Indonesia is still
282
short of the number of information technology 3.2 ICT labor market in Indonesia
professionals needed. This is mainly because infor-
Almost all aspects of work require information
mation technology graduates only have limited
technology. The Ministry of Communications
skills as operators and programmers. On the other
and Information indicates that there are 300,000
hand, those who have more comprehensive skills
IT graduates from 250 study programs of vari-
tend to work abroad. Up until 2015, Indonesia was
ous educational institutions in Indonesia annu-
estimated to require 6 million IT related employees
ally. However, Indonesia is still struggling to meet
who needed to be properly trained.
industries demands, since 75% of those graduates
A study done on five national news media within
were absorbed by non-IT industries (Kompas.com,
a 126 day period found that there were 5 IT related
2013). Similar data was reported by the Economist
vacancies out of 678 jobs vacancies. If the trend
Intelligence Unit (EIU). The above fact needs to
continues, there will be 1,800 vacancies in the near
be properly addressed so that the graduates can be
future (Wahid, 2006).
more competitive and able to work in the field that
Cloud computing is a technology evolution that
is in line with their majors.
combines the utilization of computational technol-
ogy and internet based development. Cloud com-
puting is a kind of computing that is highly scalable 3.3 Model of information system curriculum
and uses virtualized resources that can be shared with cloud computing integration
by the users. Users do not need any background
It is important to have government participation
knowledge of the services (Ograph & Morgens,
in order to bridge the gap between universities and
2008). A user on the internet can communicate
with many servers at the same time and these
mlI
servers exchange information among themselves.
Cloud computing is becoming an adoptable tech- PRESENTATION (Web: Mobii~j
I
nology for many organizations, with its dynamic
I
APPLICATION (eKurilrulum,
eLeaming, eWork. ePT, eStockh)
scalability and usage of virtualized resources as a
service through the internet (Ercana, 2010). Content, Data, Metadata
I
p
PLATFORM MANAGEMENT r
a
a Web Service
( ISS, Aphace)
II Application
Server
II Database Server I
s (MySQL. Omcle)
(JAVA, PHP)
u
This study begins with a literature study and the I Integration
I
results are then compared with the computer sci-
ence curriculum in Indonesia and ACM-IEEE INFRASTRUCTURE MANAGEMENT I
2013, as well as literature on labor market infor- I NETWORK SERVICE (Inherent, TCPIIP, UX) I
mation in Indonesia. I SOFTWARE (Opemtion Srstern, VIrtual Server) I
Furthermore, the portal designs curriculum I HARDWARE (Server, CPU, Storage, Power)
I
models are integrated with the work market and the
government use of cloud computing technology. Figure 1. The model of IT development using cloud
computing picture.
3 RESULT
3.1 Computer science curriculum in Indonesia

(APTIKOM) and ACM-IEEE 2013
Comparative analysis done between the computer
science curriculum in Indonesia as per APTIKOM
and ACM-IEEE 2013 suggested that there is no
significant difference, which means that our cur-
riculum can be used internationally.
However, the implementation of the above cur-
riculum is not directly improving the competitive-
ness of the graduates nationally or internationally
due to the lack of monitoring and evaluation of
contents independently done by each institution. Labor
For that reason, it is important to develop a cur-
riculum that is suitable for the actual labor market. Figure 2. Architecture of workforce IT cloud.
283
industries as stakeholders, so that the curriculum and the public. Therefore, IT division should be
can better fit the requirements. For that reason, a placed and monitored by the government, in this
new model of information system curriculum with case the Ministry of Workforce.
cloud computing needs to be developed. The study
found that an architecture of information technol-
ogy can be implemented for universities’ curricula, REFERENCES
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4 CONCLUSIONS ciation for Computing Machinery (ACM) IEEE
Computer Society.
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ricula applied by APTIKOM in Indonesia is in Indonesia 2014–2015 Memperkuat daya saing dan
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though the focus of study and skills development Kobata, K., Uesugi, T., Adachi, H. & Aoyama, M.
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well as design and strategy from each of the insti- puter science curriculum according to technology
tutions with support from the government. There- changes and market needs. IEEE Global Engineering
fore, it is important to prepare the internal cloud Education Conference, 689–693.
for information system curricula and workforces Ograph, B.T. & Morgens, Y.R. (2008). Cloud Comput-
so that job seekers can understand the required ing. Communications of the ACM, 51(7), 9–11.
Peraturan Presiden Republik Indonesia Nomor 8
skills offered and minimize the skill gaps. Tahun 2012 tentang Kerangka Kualifikasi Nasional
Government regulation is also critical in order Indonesia.
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284
The implementation of radio frequency identification as a learning tool

to increase a student’s creativity
G.R. Dantes, K. Sudarma, G. Nurhayata & N. Dantes

Universitas Pendidikan Ganesha, Indonesia
ABSTRACT: The aim of this research was to increase the quality of the learning process through Radio
Frequency Identification (RFID) implementation. This technology was implemented in early childhood
education programs (PAUD) at Universitas Pendidikan Ganesha as a pilot study. The product provided
the flexibility for students to identify the objects around them. The object was given a RFID card as an
identification number, while the information was saved in the database server as text. The communication
that is used in this process is radio frequency transmission. Algorithm of conversion from text to audio
was also implemented in this research. This research used a prototyping methodology to produce a RFID
as a learning tool. The research revealed that the use of RFID as a learning media helped to build creativ-
ity and courage, while at the same time provided an exercise to develop listening skills and the ability to
communicate ideas, although it was not very suitable for students who learn visually and kinesthetically.
1 INTRODUCTION detection of objects through radio waves (Pathak

& Joshi, 2009). Some of the advantages of using
The rapid development of Information and Com- RFID in communication are: (1) RFID does not
munication Technology (ICT), which is in line with require line-of-sight to be operated, (2) RFID has a
the current progress in this era, impacts on several high memory capacity, (3) RFID can communicate
aspects, such as: education, economy, tourism, with many tags at the same time without collision,
industry, social, culture and art. The use of ICT (4) RFID requires more affordable tags and (5) it
becomes more and more inevitable for educators enables data encryption (Samekta Hadi, 2008).
and teachers in order to achieve a better quality Compared to barcodes, RFID allows the process
of education. This is expected to have significant of identification from a considerable distance with a
effects on the improvement of national character, longer unique ID that can be combined with manu-
which will lead to the golden year in 2045. facturing, product types and environmental condi-
Some of the latest ICT implementations to tions, such as temperature and dampness (Want,
support the teaching and learning process are 2006). This is the reason behind the rise of RFID
electronic learning (e-learning), mobile learning in many business processes, such as goods tracking,
(m-learning) and ubiquitous learning (u-learning). toll payment, machines able to read running docu-
E-learning is one of the most rapidly developed ments, identity tracking, airport baggage tracking,
ICT implementations, but this system has been animal tracking and libraries. RFID can identify
mostly implemented as the content management goods quickly, it is more resistant to interference
system, into which educators upload the learning compared to barcode identification and it is not
content for the students to access without being influenced by the reading angle. In the automation
limited by time or space. A recent development of a library system, for example, RFID can autom-
of e-learning, however, has led to adaptive learn- atize the process of book loans, book returns and
ing. Adaptive learning is a model of e-learning reports (Saputra et al., 2010). Further, Pathak and
that tries to incorporate the role of teachers in the Joshi (2009) integrated RFID features with mobile
traditional learning process. It is designed to iden- devices for various future possibilities of detection
tify the students’ prior ability and to recognize the from mobile phones, while Dantes et al. (2013)
students’ characteristics: learning style, motiva- implemented RFID for optimizing tourism services
tion, etc. In this case, e-learning acts as an agent in terms of providing guided tours in museums.
of learning because it can respond to the students’ Taking into account the many benefecial fea-
characteristics in order to optimize the learning tures of RFID for the detection and retrieval of
process and the achievement of the learning goals. information, the present study implemented RFID
One of the many ways to improve e-learning as as a learning tool that can increase students’
an agent of learning is Radio Frequency Identifi- creativity, in searching relevant media to develop
cation (RFID) technology, which allows automatic e-learning.
285
(3) interview guide. The data obtained were used in
the preliminary evaluation of the product implemen-
tation. The data were collected through observation,
interview and document study, where the question-
naire and rubrics of evaluation had been validated
Student 1 Server by expert judgments. Related to the aims of the
research to improve students’ creativity, the learning
process that was observed in this study was themed
“My Favorites”, in which the students’ creativity was
observed and evaluated through a creativity test in the
form of an oral test.
The learning process was designed as discovery
Student 2 learning, where the students become the center of the
Figure 1. The design of RFID-based learning tools.
learning process and in which the students actively
acquire knowledge through experiments in order to
gain experience and principles of knowledge (Bruner,
A RFID-based learning tool was developed 1990). This model was adopted because it could sup-
to be used in early childhood education (PAUD). port the development of the students’ creativity.
The tool consisted of hardware design and soft- Creativity is a mental process in the form of
ware design. Client hardware was used by the stu- an idea or new product (Departemen Pendidikan
dents to find out the information needed about an dan Kebudayaan, 1995). It is the ability to show
object, while the server hardware kept the informa- fluency, flexibility and originality and the ability
tion from each object in the form of text. of developing, enriching and specifying an idea
The components contained in the client hard- (Munandar, 2009), which consists of aptitude and
ware consisted of (1) RFID reader that reads the non-aptitude traits. Aptitude traits include fluency,
id tag attached to each object; (2) microcontroller flexibility, originality and elaboration, while non-
that connects the client device and the server and aptitude traits include self-confidence, hard work,
acts as an audio file receiver that contains informa- aesthetic appreciation and independence.
tion about the object; (3) Radio Frequency (RF) Munandar’s (2009) definition of creativity was
serial (Tx/Rx) that sends and receives information adopted in this study to form the rubric for assess-
from the server and receiver. ing the students’ creativity. The rubric was designed
The server consists of (1) Radio Frequency only to assess students’ aptitude traits, thus the rubric
(RF) serial (Tx/Rx), which sends and receives was designed to measure five dimensions of students’
information to and from the client; (2) micro- creativity on a scale of 1 to 4, namely (1) fluency,
controller that connects the server and the client, which covers students’ ability to deliver information
through which the data about the tag numbers of fluently and clearly; (2) originality, which includes
the objects are received and sent; (3) modem that students’ ability to add new information from their
connects the microcontroller to the server; and (4) own repertoire; (3) imagination, which observes the
audio amplifier that plays the audio file describing students’ ability to imagine events, processes and
the specific object detected by the RFID reader. objects; (4) flexibility, which measures students’ abil-
Figure 1 describes the design of the learning tools ity to provide alternatives for problem-solving; and
based on RFID in both the client and server. (5) elaboration, which assesses students’ ability in
structuring specific information in their explanation.
2 RESEARCH METHOD 2.3 Data analysis
2.1 Subject of study The data analysis was conducted in the prelimi-
nary evaluation of the implementation of the
This study was conducted at PAUD of Universi- research product. The data obtained were both
tas Pendidikan Ganesha (Undiksha). The subjects quantitative and qualitative, thus the analysis was
were the students of PAUD Undiksha, who were conducted statistically and non-statistically. The
chosen purposively, while the samples were ran- statistical analysis was used for describing the
domly selected. quantitative data, so it could be formulated into
a qualitative meaning in order to make it easier to
2.2 Data collection and analysis procedure analyze and revise the product when it was deemed
necessary. The non-statistical analysis was used to
The research instruments of the collecting data give meanings to the data description about the
used in this study consisted of several instruments, content, inferential logic, the process and the prod-
namely: (1) observation sheet, (2) questionnaire, and uct (output).
286
3 RESULTS AND DISCUSSION 3.1.3 The summary of students’ creativity scores
on the third meeting
3.1 Result The total average score of the students in the third
meeting was 85.0. It can be seen from several dimen-
This research was conducted at PAUD Undiksha
sions showing creativity in which the dimension of
Singaraja on Group B1 with a total number of 10
fluency (K1) was placed in first position with a total
students. This study was conducted in three meetings.
score of 39 and an average score of 97.5. It is followed
The first meeting was on 10th December, 2015; the
by the dimensions of flexibility and elaboration
second meeting was on 11th December, 2015; and the
(K4 & K5) with total scores of 37 and 32 and average
third meeting was on 12th December, 2015.
scores of 92.5 and 80.0. Furthermore, the dimensions
of imagination (K3) and originality (K2) showed the
3.1.1 The summary of students’ creativity scores same total score of 31 with an average score of 77.5.
on the first meeting
The data exposed that the total average score of the stu- 3.1.4 The summary of the average percentage
dents’ creativity in the first meeting was 60.5. Viewed of the students’ creativity from the first
from the creativity dimension, the fluency dimension meeting to the third meeting
(K1) was placed in first position with a total score of The analysis revealed an increasing score from the
28 and an average score of 70.0, then it was followed first meeting to the third meeting. At the first meet-
by imagination and flexibility (K3 & K4), which both ing, the average percentage of the students’ creativ-
gained total scores of 24 with average scores of 60.0. ity was 60.5, then at the second meeting it was 72.5
Meanwhile, the originality dimension (K2) gained a and at the third meeting it was 85. There was a 12%
total score of 23 with an average score of 57.5 and increase between the first meeting and the second
the elaboration dimension (K5) gained a total score meeting, and an increase of 24% between the first
of 22 with an average score of 55. and third meetings. Figure 2 below describes the
recapitulation of the average percentage of the
3.1.2 The summary of students’ creativity students’ creativity at the first, second and third
scores on the second meeting meetings.
The total average score of the students’ creativity
in the second meeting was 72.5. The dimension of
flexibility (K4) was placed in first position with 3.2 Discussion
a total score of 32 and an average score of 80.0. 3.2.1 RFID as learning tool
Then, it is followed by the dimensions of fluency The RFID-based learning tool designed in this
and originality (K1 & K2), which both had total study was expected to help students to identify
scores of 30 and average scores of 75. Meanwhile, the objects around them and to explain them
the dimension of imagination (K3) gained a total effectively, as a support to conventional teaching
score of 29 with an average score of 72.5 and the methods. During the data collection, the students
dimension of elaboration (K5) gained a total score were asked to identify the objects around them,
of 24 with an average score of 60.0. such as fruits, vegetables and side dishes, with
RFID
120
1• Meetinc
100
80
3,. Mtt~..._ _ _ _ __
60
Avg: 60.5
40
20
Kl K2 K3 K4 K5
- - 1st Meeting 70 57.5 60 60 55
- - 2nd Meeting 75 75 72. 5 80 60
- - 3rd Meeting 97.5 77.5 77.5 92. 5 80
Figure 2. Summary of the average percentage of the students’ creativity from the first, second and third meetings.
287
the theme of “My Favorite”, and then they pre- in the year of 450 BC, which states that ‘Tell me and
sented the information related to the object they I will forget, Show me and I remember, and Involve
detected. The way they presented the information me and I understand’ (Neill, 2004).
reflected the students’ creativity and they had to
tell the information that they got from this tool in
front of the class. The data analysis revealed that 4 CONCLUSION
the RFID-based learning tool facilitated student-
centered learning that allows students to experi- This study concludes that (1) the use of RFID as a
ment and experience the knowledge that they tried learning tool in the learning process facilitates the
to acquire. students’ creativity, bravery and the ability to listen
and communicate; (2) the listening media used by
3.2.2 Students’ creativity the RFID technology is effective for the students
The data analysis revealed that there was a differ- whose learning style is the audio type but less effec-
ent average percentage for each meeting (meet- tive for those whose learning style is of the visual
ings 1–3). In the first meeting, the average of the and kinesthetic type.
students’ creativity was quite low (60.5), because The study also found some limitations in terms of
the students seemed to be unprepared for using the quality of the prototype and the learning cycle.
the RFID learning tool. Because the tool relied Therefore, further studies are expected to refine the
on the students’ listening skills, they were then RFID-based learning tool so that the information
directed to focus on listening to the information gained by the students will be clear, interesting and
provided by the RFID-based learning tool. Fur- memorable. It is also expected that future studies
thermore, some students were reluctant to speak in will cover more meetings in order to gain a more
front of the class, hence their low score. reliable assessment on the impact of the RFID-
In the second meeting, most students started based learning tools on the students’ creativity.
to get used to the RFID-based learning tool. Fur-
thermore, the students started to show more con-
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enthusiastic and they actively and confidently Panduan Kreatif dan Efektif Merancang Program Pen-
posed questions to find out more information. The didikan dan Pelatihan. Saduran. Bandung: Kaifa.
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confidence in explaining the object they observed Berbakat. Jakarta: PT Rineka Cipta.
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man (1996), who states that a good learning process Sistem Otomasi Perpustakaan Dengan Menggunakan
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is learning that involves students’ mental physical matika Mulawarman, 5(3), 1–7.
actions. This kind of learning can activate the stu- Silberman, M. L. (1996). Active learning: 101 strategies
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288
Face-expression detection: Detection of facial expression for optimizing

the role of the e-learning system
G.R. Dantes, N.K. Suarni, P.H. Suputra, N.K.A. Suwastini & I.N. Jampel
Universitas Pendidikan Ganesha, Indonesia
ABSTRACT: The aim of this study was to produce the prototype of face-expression detection which
was implemented in e-learning, to enable e-learning to recognize students’ response and reaction toward
the content and thus allowing it to provide proper feedback and stimulus for the students in e-learning.
This is an effort to incorporate the active role of the teachers in the traditional learning, which is deemed
crucial to be maintained in the learning process. The present study used prototyping methodology in
which a prototype of facial detection system was developed and integrated to the existing e-learning sys-
tems. By applying Facial Action Coding System and Support Vector Machine (FACS & SVM) method to
detect the facial expression, the prototype developed in this study showed an ability to detect the student’s
facial expression and then to give an automatic respond that suited the students’ emotions and response as
reflected through their facial expression. However, the present study has not evaluated the effectiveness of
e-learning with the facial expression detection as compared to e-learning as content management system
only, thus future research on such evaluation is still needed.
1 INTRODUCTION as smiling, sad, surprised or normal was detected

through the features of human’s eyebrows, eyes and
The use of information and communication tech- mouth (Ekman and Friesen, 1978).
nology (ICT) has been widely developed in every Raheja and Kumar (2010) further developed a
field of study, including education. In the field of system to detect human expression from the move-
education, ICT has been extensively implemented ments of the eye mouth and hand using Viola Jones
for supporting the teaching-learning process. method, with the incorporation of add-boosted
E-learning is one of the implementations of ICT classifier and simple token finding and match-
in education, in both formal and informal con- ing through propagation neural network for web
text alike. However, most of the time e-learning media. Anurag (2015) applied Eigen Face approach
is implemented only content management system to build HSV (Hue-Saturation Value) color model
(CMS). Therefore, research continues to pursue for detecting facial expressions from picture and
the development of e-learning that is more actively dataset generic in training process through which
involved in students’ learning process, a function shocked, angry, happy or sad expressions were
of a traditional teacher in conventional classroom detected. Meanwhile, Zhu and Xiao (2015) success-
that is severely missing from the use of e-learning fully developed a system of human facial expres-
as CMS. Some of these crucial roles of an involved sion detection by using ASM (Active Shape Model)
learning agent is the identification of students’ to do feature extraction by using optical flow tech-
emotion, expression, and motivations during the nique to obtain information and characteristic of
learning process though e-learning. In line with this human facial expression with the implementation
development, the present study was aimed at devel- of multi-instance boosting model for detecting
oping e-learning model with the ability to detect facial expression through video.
students’ facial expression for optimizing the role Closely related to the present study was a pre-
of e-Learning System through the integration of vious research for developing a prototype of Stu-
facial expression into the existing e-learning system. dent Centered Learning as a learning paradigm,
This quest was made possible by the develop- which emphasizes online learning to complement
ments in technology, especially in the field of compu- the existing learning model. However, this system
ter vision, image processing and artificial intelligent did not function as expected as it failed to recog-
for human emotion detection (Shan et al., 2009; nize students’ motivation and response toward the
Awcock and Thomas, 1996; Chang et al., 2001; Liu course material (Dantes, 2009). A further study
and Yamda, 1997). The human expressions such was conducted to develop a model of Intellectual
289
Dynamic Learning that enabled the students to
explore the learning material and to choose the
level of difficulties that suited their level of compe-
tence (Dantes and Suarni, 2010).
In the present study, a model was developed
using Facial Action Coding System and Support
Vector Machine (FACS & SVM) method to detect
the facial expression as initiated by (Ekman and
Friesen, 1978; Tian, 2001; Zhu and Xiao, 2015). Figure 1. Left: Candide 1; Middle: Candide 2, and
Right: Candide 3.
2 RESEARCH METHOD
Taking Image
This study was pilot study conducted in Guidance Through Camera
and Counseling Department of Universitas Pen-
didikan Ganesha. The students of Guidance and
Counseling Department was purposefully deter-
mined with 100 students were randomly selected
as the samples of the study. Students were photo-
•
Image
Normalization
f-+
Face
Detection
f-+
Determination of
Action Unit Point
•
graphed in different expression, i.e.: happy, sad,
surprise, angry, and afraid. The data were divided
into two groups, namely: 70% for data training and Changing Geom-
Result of Facial Classification of
30% for data testing. Expression Detec- Facial Expression etry of Action
Detection by SVM
ti on Unit Point

Figure 2. The classification of facial expression by
using FACS dan SVM system.
3.1 System description
The model for facial expression in e-learning devel-
oped in this study was developed using Action coordinate points, where the the changes of
Unit (Ekman & Friesen, 1978; Tian, et al., 2001), geometical points in each coordinate between the
with the Facial Action Coding System (FACS) first frame and the last frame become the input
method applied for standardizing the procedures. of multi class SVM system. The following figure
FACS recognizes the specific nodes on the human describes the steps of the facial expression detec-
face to mark the movement of the facial muscles. tion and classification adopted from Tian (2001).
There are approximately 76 nodes affecting human
facial expression, which are interconnected to 3.2 Prototype’s design and implementation
form CANDIDE. CANDIDE is a face mask with
parameters for encoding human facial expression. The following figures represent the pseudocode used
The Action Unit Concept was firstly introduced to determine the beginning of Action Unit points.
by Hjortsjö (1970) in his book entitled Man’s Face
and Mimic Language. This concept was further Jtinclude <stdio . h>
developed by Ekman and Friesen (1978). The devel- -#-include <s td lib . h>
Jt.inc lu de " opcncv/highgu_i .h"
opment of CANDIDE so far covers 4 stages. Origi- -11-lnclude " stasm llb . h"
nal version was developed by Ridfalk with 75 vertices Static void error (canst cha r* sl , canst char* s2) {
Pr int f( " stasm version %a : %s %s \n" ,
and 100 triangles. CANDIDE 1 was developed stasm_ VERSION , sl , s2) ;
Exit(l) ; }
based on this original version with 79 vertices and rnt main() {
109 triangles. Bill Wels developed CANDIDE 2 with If (!stasm_init(" .. /data ", 0/* tr ace*/))
Error("stasm ini t failed : " , stasm laster r ()) ;
160 vertices and 238 triangles, covering the front part Static canst ca r * canst path =
of a head including hair, teeth and shoulder. CAN- . /da t a/ t es tf ace. jpg" ;
Cv : : Ma t _ <unsigned char> img (cv :: i mred (path ,
DIDE 3 was advanced specifically to facilitate the CV LOAD_ IMAGE_ GRAYSCALE )) ;
animation of MEG-4 Facial Animation Parameter. I f (! img . data)
Error ( " Cannot load " , pa t h) ;
Support Vector Machine system was applied for If (! stasm open i mag e (( canst char* ) img dat a ,
categorizing the facial expressions detected into six lmg . co ls , l rng . rOws , Pa t h , l/*rnul t lf ace*/ ,
10 /*minwidth*/))
classes of facial expressions: happy, sad, surprised, Error ( " s tasm_ open_ image failed :",
angry, afraid, and disgust. The classification was stasm_ lasterr()) ;
Int foundface ;
conducted by refering to the latest frame of cap- Fl oal landma r ks [2*slasm_NLANDMARKS] ; I /x , y
turing video (camera) through the CANDIDE cords (note the 2)
290
Int nfaces 0;
~1hile (1) {
If( ! stasm_ search auto (&foundf a cc ,
landmarks) )Error("s ta sm sea r ch auto falled : "
stasm_ lasterr() ) ;
If (! foundface)
Br eak ; //not e break
II for demonstration , convert fr om stasm 77
point to XM2V'I'S 68 po l nts stasm _ convert_ shapc
(landmarks , 68) ;
II draw the landma r ks on the image as white
dots
Stasm_ force _ points_ in t o _ image (landmarks , img . cols ,
img . rows) ;
Po r ( i nt i.=O ; l.<st<lsm _ NLA NDMARKS ;
i++) Img (CVRound(Landmarks [i*2+1]) ,
CVRound(landmarks [i*2])) = 255 ;
Nfaces ++; }
P r int( " %s : %d face(s)\n ", path , nfaces) ;
E"f l ush (stdout) ;
Cv : : imwrite ("minimal2.bmp ", img) ;
Cv : : imshow("stasm minimal2" , img) ;
Cv : : waitKey() ;
Return 0 ;
Figure 5. The classification of happy expression.
camera installed on the computer for the e-learning.

The capture shows that the prototype of the facial
expression detection showed the ability to recognize
happy, sad, angry and surprised facial expressions.
Figure 5 below displays an example of facial
detection by the prototype, classifying the facial
expression as happy.
3.3 Implementation of face expression detection

on e-learning system
Figure 3. The determination of the action unit points. In order to optimize the role of the existing e-learn-
ing systems, a prototype of face expression detec-
tion was integrated into e-learning system. Face
expression detection was used to detect and record
the learners’ facial expressions when they were using
the e-learning. The facial expressions detected were
then classified into six different types of emotions,
according to which the students’ response toward
the e-learning material were categorized, which
were then used by the system to give the appropriate
Figure 4. The determination of action unit point response or treatment for the students. The process
through real time. of face expression detection was done on the back-
ground, thus the interface was not displayed on the
The code above were used to detect the marking screen. The system started the detection of learners’
Facial Action Units where the pictures taken was facial expression as soon as the students opened the
the images which had been applied using normali- learning material on e-learning.
zation and face detection. When the data on the students’ facial expres-
The next step covered the classification of the sion were collected, the mean was calculated.
class using Support Vector Machine. The output The expression with the largest mean score was
produced from the image above resulted form the summed up as the dominant expression of learn-
identification of the face object, followed by ini- ers when they were studying the material shown on
tiation of the Action Unit from the model face. the screen as used as the reference for determin-
Figure 4 below displays the capture of the ing the students’ emotions and response toward
unit points of the face from a user when the the e-learning. When the system has decided the
user made eye contact with a computer through dominant expression of the learners’, then it
291
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Figure 6. The implementation of face-expression detection on e-learning system.
made decisions on what response and stimulus is Computing Technologies and Applications (ICACTA)
deemed appropriate to respond to the students’ 45: 282–289.
emotion and reaction toward the content. Awcock G.J. & Thomas R. 1996. Applied Image Processing.
Figure 6 below is the samples of Face Expres- International Edition, McGraw-Hill, Inc.
Chang, Jyh-Yeong, Chen, Jia-Lin. 2001. Automated Facial
sion Implementation on e-learning system. Expression Recognition System Using Neural Networks.
Department of Electrical and Control Engineering
National Chiao Tung University Hsinchu:Taiwan 300,
4 CONCLUSION R.O.C.
Dantes, G.R. & Suarni, N.K. 2010. Model Dynamic Intel-
This study developed a prototype of expression lectual Learning: Pergeseran Paradigma e-Learning men-
detection system by using Facial Action Coding uju Adaptive Learning. Prosiding Konferensi Nasional
System and Support Vector Machine (FACS and Sistem dan Informatika.
SVM), in which the facial expression detected Dantes, G.R. 2009. Dari e-Learning menuju Adaptive
Learning: Pergeseran Paradigma Pembelajaran. Seminar
through real time by considering the dominant Nasional Universitas Negeri Jakarta.
facial expression along the process of detection. Ekman, P. & Friesen, W.V. 1978. The Facial Action Cod-
The study successfully integrated the prototype ing System: A Technique for The Measurement of Facial
into the e-learning system for optimizing the Movement. San Francisco: Consulting Psychologists
existed e-learning system. It was intended to adopt Press.
the advantages of conventional learning, in terms Hjortsjö, Carl-Herman. 1970. Man’s Face and Mimic Lan-
of the identification of the students’ response and guage. Student litteratur Lund Sweden.
emotions toward the learning process through Liu Y. & Yamda Li. 1997. Image Feature Extraction and
their facial expressions as a reference for providing Segmentation using Fractal Dimension. International
Conference on Information, Communication and Signal
relevant response toward the students’ emotions as Processing.
expressed through their facial expression. Raheja, J.L. & Kumar, U. 2010. Human Facial Expression
However, further studies are needed to precisely Detection From Detected In Captured Image Using
compare and evaluate the integration the effective- Back Propogation Neural Network. International Jour-
ness of e-learning as a content management sys- nal of Computer Science & Information Technology
tem and e-learning system that had been integrated (IJCSIT) 2(1).
with facial expression detection. Shan, C., Gong, S. & McOwan, P.W. 2009. Facial expression
recognition based on local binary patterns: A compre-
hensive study. Image and Vision Computing 27: 803–816.
Shaoping Zhu & Yongliang Xiao. 2015. Intelligent Detec-
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Journal on Smart Sensing and Intelligent Systems 8(1).
Anurag De, Ashim Saha & M.C. Pal. 2015. A Human Tian, Y-I., Kanade, T. & Cohn, J.F. 2001. Recognizing
Facial Expression Recognition Model Based on Eigen action units for facial expression analysis. PAMI 23:
Face Approach. International Conference on Advanced 97–115.
292
Performance investigation of an air-cooled chiller system using pure

hydrocarbons as refrigerant
K. Sumardi, E.T. Berman & M. Mutaufiq

Departemen Pendidikan Teknik Mesin, Universitas Pendidikan Indonesia, Jawa Barat, Indonesia
ABSTRACT: An Air-Cooled Chiller system (ACCs) that is designed to work with R-22 was used as a
test unit to assess the possibility of using hydrocarbons as a refrigerant. Pure propane, namely R-290, was
used as a refrigerant. The purpose of this study was to determine the performance of air-cooled chiller
systems using hydrocarbon R-290, which contains pure propane. The performance of the ACCs using
hydrocarbons as a refrigerant was investigated and compared with the performance of ACCs when R-22
was used as a refrigerant. The effect of the discharge pressure and suction pressure on the refrigerating
effect, a heat of compression and Coefficient of Performance (COP) were investigated. Finally, the COP
and other results obtained in this experiment can provide a positive indication of using hydrocarbons as
a refrigerant in the ACCs.
1 INTRODUCTION R-404 A is a good replacement for R-22 low-

temperature applications (Ge & Cropper, 2008;
R-22 has been widely used as the working fluid in Bolaji, 2011). Similarly, R407C was reported as a
the systems of Air-Conditioning (AC) and refriger- possible alternative to R-22 for compression based
ation. This is acceptable because R-22 has suitable systems used for refrigeration, air-conditioning
qualifying properties, such as non-flammability, and heat pump systems, by changing the lubricant
non-toxicity, stability and good materials compat- (Devotta et al., 2005b; Liu et al., 2008). Experiments
ibility (Powell, 2002). Unfortunately, it belongs to using R-410A on air-conditioning and heat pump
the family of Hydrochlorofluorocarbon (HCFC) systems as a replacement for R-22 give greater
refrigerants, which were considered as harmful to hope, but require some changes and replacement
the environment and controlled by the Montreal of components (Zaghdoudi et al., 2010).
protocol. HCFC refrigerants will be phased out by The refrigerant type of hydrocarbons, such as
2020 in developed countries and 2030 in develop- R-290, R-1270 and R-600a, have been identified as
ing countries (Park & Jung, 2009; Bolaji, 2010). possible alternatives to R-22 for air-conditioning
Since 1st January 2015, the Government of and heat pump systems (Chang et al., 2000; Palm,
Indonesia determined that the types of refrigerant 2008; Corberán et al., 2008). However, some prob-
HCFC-22 and HCFC-141b are prohibited for use lems were still found. There is no working sub-
in the filling process of AC production and other stance that could be called an ideal replacement for
refrigeration appliances. Therefore, it needs to be the different R-22 applications. Therefore, manu-
replaced with environmentally friendly refrigerants facturers are presenting R-22 substitutes for each
to protect the environment (Devotta et al., 2005a). application.
The alternative refrigerants for R-22 for air-condi- The purpose of this study was to determine the
tioning systems are grouped into three categories: performance of air-cooled chiller systems using
(i) natural refrigerants, such as HydroCarbons hydrocarbon R-290, which contains pure propane.
(HC) and carbon dioxide; (ii) a mixture of HFC The performance of systems that use R-290 will be
refrigerants; and (iii) a mixed refrigerant HFC/HC investigated and the results will be compared with
(Mohanraj et al., 2009). the performance of ACCS that use R-22. The results
Previous researchers had attempted to replace obtained from this study are expected to provide a
the refrigerant R-22 in air-conditioning systems positive indication to the use of hydrocarbons as
with various types of alternative refrigerants. The refrigerants in air-conditioning systems. So that the
use of HFC mixtures such as R-404 A, R-407C process of refrigerant replacement is recommended
and R-410 A were leading substitutes for replacing for old equipment that still works. This involves the
R-22, based on the suitability of compression refrig- pure exchange of the refrigerant without any modi-
eration systems, air-conditioning and heat pumps fications to the refrigerating system and keeping the
(Yang & Wu, 2013). Out of these three substitutes, existing lubricant oil.
293
275,00
Oi
~ 250,00
....,
~
::: 225,00
u
~ 200,00
g> 175,00
~Q) 150,00
Ol
·;:::
'ID 125,00
~
100,00
14 13 12 11 10
Temperature of water (C)
Figure 2. Data of the refrigerating effect of an air-

cooled chiller system using R-22 and R-290.
Figure 1. Schematic installation of air-cooled chiller as 130,00

an experimental apparatus. Oi
~
; 110,00
c
2 MATERIALS AND METHODS 0 90,00
'iii
en --R-22
~
Figure 1 shows a schematic diagram of the experi- a. 70,00 --R-290
E
mental apparatus. It includes a refrigerant circuit 0 50,00
u
and a water circuit. Also, necessary instrumen- 0
tation and safety and operational controls are ro
Q)
30,00
I
installed. R-22 or R-290 is used as a primary work- 10,00
ing fluid, while water is used as a secondary heat 14 13 12 11 10
transfer fluid at the evaporator. Temperature of water (C)
The test was conducted on an air-conditioning
system (Sanyo) with a capacity of 9495 kJ and the Figure 3. The heat of compression of the air-cooled
flow rate of the water flowing into the cooling coil chiller system using R-22 and R-290.
was kept constant at 0.4 m/s by regulating the valve
opening and this was measured by a flow meter of R-22. In the R-22 system, the refrigerating
(Mueller). Both sides, high and low pressure and effect generated when the water temperature was
two temperature sensors, are placed in the inlet and 14°C is 153.43 kJ/kg. This then increased slowly
outlet parts of the compressor. During the study, to 155.85 kJ/kg when the water temperature was
the temperature of the environment was kept at 10°C. On the other hand, in the system which used
28°C ± 2°C. At the beginning of the research, the R-290, the refrigerating effect generated when the
system was operated using R-22 to obtain baseline water temperature reaches 14°C is 244.02 kJ/kg.
data of the performance of the ACCs. Before the Further, this decreased slowly to 239.78 kJ/kg
second data retrieval, the system was flushed using when the water temperature was 10°C. Based on
nitrogen to eliminate dirt, moisture and other sub- the results, there had been a 50% increase of the
stances in the system that might affect its perform- refrigeration effect in the system using R-290. The
ance. Then, the system was filled with R-290. Data highest value of the refrigerating effect was on sys-
capture started when the temperature of the water tems using R-290, due to it having a high latent
was 14°C, with the assumption that the system was heat of vaporization and so resulting in better
steady. Next, changes were observed until the tem- cooling capacities.
perature of the water reached 10°C.
3.2 Heat of compression

3 RESULTS AND DISCUSSION Figure 3 shows the heat of compression of the
air-cooled chiller system using R-22 and R-290.
3.1 Refrigerating effect In general, the heat of compression generated by
Figure 2 shows the results of the refrigerating the system using R-290 was higher than that of the
effect of an air-cooled chiller system using R-22 system using R-22. In the R-290 system, the heat
and R-290. In general, the refrigeration effects of compression generated when the water tem-
generated by R-290 had a higher value than those perature was 14°C was 102.92 kJ/kg. Then, this
294
5,25 erant to R22 because it has the ability to absorb
g
Q)
4 ,75 more heat than the R-22 (the refrigerating effect
ro is higher). However, the COP value for R290 is
E 4 ,25
slightly lower, but this can be improved by specially
~ 3,75 designing a refrigeration system for it.
~c:
0 8 3,25
~ ~ 2,75
~ 2,25 ACKNOWLEDGMENTS
Q)
8 1,75
The authors would like to thank the Rector of
1,25 UPI for funding this research through PPDKI
14 13 12 11 10
program 2016, on research scheme penguatan
Temperature of water (C)
kompetensi.
Figure 4. Data Coefficient of Performance (COP) sys-
tems that use R-22 and R-290.
REFERENCES
Bolaji, B.O. (2010). Experimental analysis of recipro-

increased gradually to 107.90 kJ/kg when the tem- cating compressor performance with eco-friendly
perature dropped to 10°C. On the other hand, in refrigerants. Proceedings of the Institution of
the system that used R-22, the heat of compression Mechanical Engineers, Part A. Journal of Power and
generated when the water temperature was 14°C Energy, 224(6), 781–786.
was 35.56 kJ/kg. Further, this gradually decreased Bolaji, B.O. (2011). Performance investigation of ozone-
to 33.88 kJ/kg when the water temperature reached friendly R404 A and R507 refrigerants as alternatives
10°C. Based on the results, the heat of compres- to R22 in a window air-conditioner. Energy and Build-
ings, 43(11), 3139–3143.
sion increased by approximately 68% when R-290 Chang, Y.S., Kim, M.S. & Ro, S.T. (2000). Perform-
was used as the working fluid in the system ACCs. ance and heat transfer characteristics of hydrocarbon
This is due to the high pressure ratio of the refrig- refrigerants in a heat pump system. International Jour-
erant and an increase in the enthalpy of the refrig- nal of Refrigeration, 23(3), 232–242.
erant at the inlet and outlet of the compressor. Corberán, J.M., Segurado, J., Colbourne, D. & Gonzálvez,
J. (2008). Review of standards for the use of hydrocar-
bon refrigerants in A/C, heat pump and refrigeration
3.3 Coefficient of Performance (COP) equipment. International Journal of Refrigeration,
Figure 4 presents the Coefficient of Performance 31(4), 748–756.
Devotta, S., Padalkar, A.S. & Sane, N.K. (2005a).
(COP) for the systems that use R-22 and R-290. Performance assessment of HC-290 as a drop-in
In general, the COP of R-22 is higher than that substitute to HCFC-22 in a window air condi-
of R-290. The obtained COP in the use of R-22 tioner. International Journal of Refrigeration, 28(4),
was 4.32 when the temperature of the water was 594–604.
14°C. Then, a COP of 4.60 was obtained when Devotta, S., Padalkar, A.S. & Sane, N.K. (2005b). Per-
the water temperature was 10°C. Further, when formance assessment of HCFC-22 window air con-
the system used R-290, the COP decreased sig- ditioner retrofitted with R-407C. Applied Thermal
nificantly. When the temperature of the water was Engineering, 25(17–18), 2937–2949.
14°C, the obtained COP was 2.37. Then, the value Ge, Y.T. & Cropper, R. (2008). Performance simula-
tion of refrigerated display cabinets operating with
slightly decreased to 2.22 when the water tempera- refrigerants R22 and R404A. Applied Energy, 85(8),
ture was 10°C. The COP difference between the 694–707.
uses of R-22 and R-290 was approximately 50%. It Liu, Z., Li, X., Wang, H. & Peng, W. (2008). Performance
is clearly shown in this figure that when the water comparison of air source heat pump with R407C and
temperature decreases the COP reduces for R-290. R22 under frosting and defrosting. Energy Conversion
COP is inversely proportional to the heat of com- and Management, 49(2), 232–239.
pression, therefore, an increase in the heat of com- Mohanraj, M., Jayaraj, S. & Muraleedharan, C. (2009).
pression reduces the COP of the system. Environment friendly alternatives to halogenated
refrigerants: A review. International Journal of Green-
house Gas Control, 3(1), 108–119.
Palm, B. (2008). Hydrocarbons as refrigerants in small
4 CONCLUSION heat pump and refrigeration systems: A review. Inter-
national Journal of Refrigeration, 31(4), 552–563.
Research investigations on the use of R-290 as Park, K.J. & Jung, D. (2009). Performance of heat pumps
an alternative to R-22 have been implemented. charged with R170/R290 mixture. Applied Energy,
In general, R290 is a promising alternative refrig- 86(12), 2598–2603.
295
Powell, R.L. (2002). CFC phase-out: Have we met the Zaghdoudi, M.C., Maalej, S., Saad, Y. & Bouchaala, M.
challenge? Journal of Fluorine Chemistry, 114(2), (2010). A comparative study on the performance and
237–250. environmental characteristics of R410A and R22 resi-
Yang, Z. & Wu, X. (2013). Retrofits and options for the dential air conditioners for Tunisian Market. Journal of
alternatives to HCFC-22. Energy, 59, 1–21. Environmental Science and Engineering, 4(12), 37–56.
296
Evaluation of the learning program in the building construction

materials course in vocational education
K. Wijaya
Engineering Faculty, Medan State University, North Sumatra, Indonesia
ABSTRACT: The aim of this study is to evaluate the quality of the learning program in the building
construction materials course and its effectiveness in the workplace. This evaluation uses the four-level
Kirkpatrick evaluation model, with a quantitative descriptive approach. Data collection was done through
questionnaires, interviews, and tests on the mastery of the subject matter on building construction mate-
rials. The level of student mastery of the subject matter prepared by the lecturer needs to be evaluated
in a sustainable manner because it is closely related to the quality of education generated. Results show
that learning activities in the building construction materials course were done properly and effectively.
Policies to be considered next include providing facilities to support mini-research in the course, focusing
subject matter of building construction materials on concrete building materials, and allocating more time
and restrictions on mini-research tasks.
1 INTRODUCTION learning and improve the quality of education, as

a teacher is required to produce graduates who are
The definition of learning according to Law No. 20 competent. Education plays a major role in the
of the 2003 Act of the National Education process of learning, knowledge development, and
System is a process of interaction between students, acquiring life skills. So, the quality of education
teachers, and learning resources in a learning envi- should continue to be explored and improved and
ronment. The learning environment is established its usefulness may follow and meet human needs.
based on a learning design educators make before The building construction materials course in
learning begins in order to create a good learn- civil engineering is essential knowledge for civil
ing environment for the achievement of learning engineering students. Students learn about the clas-
goals. The success of the learning program may be sification of natural and artificial building materi-
seen from the results of learning (Mardapi, 2003). als, the basic characteristics of building materials,
However, other experts argue that teaching is a and advances in building materials. In studying the
process of organizing the environment around the characteristics of building materials, students are
students so as to foster and encourage students to introduced to the calculation basis for determining
perform learning activities (Sudjana, 2002). This the characteristics of building materials through the
means that the success of the learning program is testing of these materials to determine the physical
judged not only on the outcomes of learning but properties and mechanics (Haimei, 2011). The con-
also on the quality of the draft learning program tent of this course includes the knowledge and skill
prepared by educators. Measuring the success of required in selecting and describing construction
the learning program is very important for evalu- materials according to prevailing standards. The
ation. Daniel L. Stufflebeam said that evaluation learning model used is a Research-Based Learn-
should be more than an academic exercise (Brandt, ing (RBL) approach applied to the Student Learn-
1978) because it can provide continuous informa- ing Center (SCL). SCL is widely used in building
tion for determining the quality of something that engineering education majors at UNIMED (Uni-
is evaluated based on certain criteria to make a versitas Negeri Medan (Medan State University)),
decision. because this can reduce the waiting period of grad-
Evaluation of the learning program is an assess- uates in obtaining employment (Wijaya & Lubis,
ment of the quality of ongoing learning. Evaluation 2015). Selection of the learning model is based on
of students is important for a teacher, whether it is the 2003 Stern B. model that defines the structure
in the workplace (training), school, or university. of the development of vocational education at the
Results of the evaluation of the learning program college level as fundamental skills (basic skills) and
can help and encourage teachers to impart better generic work skills (Sudira, 2011). Therefore, stu-
297
dents are trained and encouraged to identify oppor- usually used to assess training programs where
tunities in environmental conditions that can be training is an effort to improve performance in a
used as building materials that would be useful and particular job (Gomes, 2005). So, while there is a
can be expanded up to industrial levels. There are change of behavior among students, the learning
five different types of RBL models: these teach the program is an attempt to make students learn that
research that has been done by lecturers or other there is a change of behavior.
people, make research known, show the meaning
of the research, help conduct research, and pro-
vide research experience (Gerda et al., 2010). This 2.1 Evaluation level 1: Reaction
course uses the RBL model of teaching the research This level measures the satisfaction of students
that has been done by lecturers and other people. with the learning program subject of building con-
Knowledge of building materials in civil engi- struction materials. Satisfaction value is assigned
neering requires specific competencies that must be to the lecturer, teaching method, subject matter,
mastered to be able to classify, plan, test, analyze, facilities, and the overall organization of the learn-
and report on building materials and building mate- ing program. If the satisfaction value is small then
rial products. The curriculum of the Diploma-III it is assumed that students are not seeking to use
Civil Engineering Department includes the course of or apply the knowledge obtained at work. There-
building construction materials. Based on a survey, fore, evaluation level 1 is the basis for learning
Diploma-III Civil Engineering workers must meet motivation.
competency in the skills of communication, collab-
oration, problem solving, initiative and enterprise,
planning and organizing, and self-management, and 2.2 Evaluation level 2: Learning
have knowledge of and skills in technology. Knowl- This level measures mastery of the subject and
edge of building materials is part of the employment skills and the change in attitudes of students. Meas-
skills required for competency in technology. There- urements are made by administering a pre-test and
fore, this study is conducted to determine the qual- a post-test to students who take this course. If the
ity of the learning program in building construction score increases, it is assumed that the learning is
materials course in supporting the development of successful. If the learning is successful, then there
science, knowledge, and technology. will be a change in the behavior of students.
2 METHOD 2.3 Evaluation level 3: Behavior

This level ascertains whether students use the
This study is an evaluation model that aims to knowledge and skills and whether there is a change
determine the quality of the learning program in in attitude of learners that has been acquired dur-
building construction materials course by means ing the course. It is expected that the learning pro-
of direct observation, questionnaires, and inter- gram has a positive influence on the performance
views and analysis of data using descriptive meth- of learners currently entering the working world.
ods. The data collected are classified and analyzed
based on related theories that provide conclusions
and suggestions (Detty et al., 2008). The evalua- 2.4 Evaluation level 4: Results
tion model used is a four-level Kirkpatrick model This level measures the impact of the learning pro-
to assess the reaction of students, student skill gram. The impact measurement assesses the qual-
improvement, implementation skills acquired in ity and effectiveness of the learning program in the
college for the workplace, and the impact of the workplace and helps institutions achieve purpose
implementation of these skills in the work unit. in other subjects during the next semester.
The reason for choosing this model is to assess
the effectiveness of this learning program in the
workplace. The research samples were Diploma-
III Civil Engineering students and alumni of Civil
Engineering at Unimed, totaling 150 people.
3.1 Evaluation level 1: Reaction
The Kirkpatrick model of evaluation is used
because there is a relationship between the levels, so Results revealed that the quality of the learning
the reaction of students provides behavioral change program subject matter in the construction materi-
data, and behavioral change leads to obtaining als course is categorized as “good,” as seen from the
learning outcomes. This evaluation model has responses of learners (Table 1). In the views of the
four levels to ensure an effective program runs students, the component that has the lowest score
(Kirkpatrick & Kirkpatrick, 2009). The model is is facility. Learners stated that the facilities are
298
Table 1. Evaluation level 1 results. Table 3. Evaluation level 3 results.
Evaluation results (%) Evaluation results
Evaluation component Poor Average Good Evaluation component Value (%) Quality
Subject matter 2 27 71 Suitability of the learning 78 Good

Facility 20 40 40 matter, duties and
Model and learning 3 15 82 responsibilities in the
method workplace/advanced courses
Learning quality 0 8 92 Upgrading skills and 85 Very good
knowledge
Application of the learning 82 Very good
Table 2. Evaluation level 2 results. matter in the workplace/
advanced courses
Test N Mean Increased cooperative 78 Good
attitude, responsibility,
Pre-test 50 45.35 and independence
Post-test 50 83.50 Dissemination of knowledge 75.6 Good
in the workplace/advanced
courses
considered “poor” as the availability of materials
and equipment used is limited for fulfilling the task
of mini-research. Learners expressed difficulty in sent to the students who attended the learning
ordering raw materials for research, and expected program in building construction materials and to
ease of ordering materials, which is managed by lecturers of the advanced courses. Table 3 shows
the laboratories and universities. Equipment limi- results obtained from questionnaires returned by
tation in the realization of the RBL model is a the respondents.
major problem because the cost of procurement of Results of the data show that in general the
equipment for all testing is indeed very expensive. learning program of this course is of good qual-
Another component is the lecture material (sub- ity, which means that it is beneficial for students
ject matter). There are too many building construc- because it can be implemented both in the work-
tion materials that need to be learned, so this RBL place and at the level of further advanced courses,
model encourages students to learn the material and it is able to change the behavior of former
that is not described in the lecture through mini- students.
research. However, the result of research takes a Interviews with former students revealed that the
long time to reach the standard of quality as the tasks given required very basic knowledge in the
lecture material. workplace. Interviews with lecturers of advanced
Assessment of the other components revealed courses revealed that the learning program needs
that generally students claimed that the learning to include subject material that is more focused on
program of this course is “good.” concrete building materials. This is based on the
competence of graduates from the Diploma-III
3.2 Evaluation level 2: Learning Civil Engineering Department at Unimed. Assess-
ment of the attitude of students who have gone
Results revealed that students’ knowledge on the through this course remains average, as some still
subject increased. This can be concluded from lack competency targets.
changes in the average pre-test and post-test scores
of the students (see Table 2).
3.4 Evaluation level 4: Results
The pre-test score obtained is relatively low
because learners were first-year students and Questionnaires were distributed to graduates of
most students are from high schools that do not Diploma-III Civil Engineering at Unimed, lectur-
teach courses on building construction materials. ers for the next semester of the building construc-
However, after the implementation of the learning tion materials course, and the company where
program in building construction materials, the students practice fieldwork.
knowledge of students increased significantly. Results obtained in general showed that former
students of this course feel satisfied with the
knowledge and skills relating to building construc-
3.3 Evaluation level 3: Behavior
tion materials. However, the attitudes of former
Questionnaires were administered and interviews students varied, especially for those who are lectur-
were conducted at this level. Questionnaires were ers on the next semester.
299
4 CONCLUSIONS money laundering” di Bank X Bandung (Evaluation
of the Effectiveness of Training Programs “Know
Based on the results of this study, it can be con- your customer & money laundering” At Bank X
cluded that the learning activities in the building Bandung). Paper presented at the National Confer-
ence on Management Research, Makassar. ISBN:
construction materials course are properly and 979-442-242-8.
effectively supported by the statements of students, Gerda, J.W., Jan, H.D., Roeland, M.R., Nico, V. & Antho-
former students, advanced course lecturers, and nya, V. (2010). The ideal research-teaching nexus in the
the workplace/industry. Policies to be considered eyes of academics: Building profiles. Higher Education
next include increasing raw material procurement Research & Development, 29(2), 195–210.
to service mini-research, focusing subject matter Gomes, F.C. (2005). Manajemen Sumber Daya Manusia.
on concrete building materials, and allocating time Yogyakarta: Andi.
and restrictions on mini-research. Haimei, Z. (2011). Building materials in civil engineering
(S. Ma & Y. Wu, Eds.). India and China: Woodhead
Publishing Limited and Science Press.
Kirkpatrick, D.L. & Kirkpatrick, J. (2009). Evaluating
ACKNOWLEDGMENTS training programs. Oakland, CA: Berrett-Koehler
Publishers.
The author would like to thank the Ministry of Mardapi, D. (2003). Kurikulum 2004 dan Optimalisasi
Research, Technology, and Higher Education that Sistem Evaluasi Pendidikan di Sekolah. Pada Semi-
has been supporting the funding of doctoral learn- nar Nasional Kurikulum 2004 Berbasis Kompetensi, 8.
ing programs. Yogyakarta: Universitas Ahmad Dahlan.
Sudira, P. (2011). VET curriculum, teaching and learning
for future skills requirements. Paper presented at the
International Seminar on Vocational Education and
REFERENCES Learning (pp. 1–11).
Sudjana, N. (2002). Dasar-dasar Proses Belajar dan Men-
Brandt, R. (1978). On evaluation: An interview with gajar. Bandung: Sinar Baru Algesindo.
Daniel L. Stufflebeam. In Leadership, E. (Ed.), On Wijaya, K. & Lubis, A. (2015). Analysis of vocational
evaluation: An interview with Daniel L. Stufflebeam learning system in Department of Education building
(pp. 249–254). San Francisco: JRA Publisher. technique. Proceedings of the 3rd International Confer-
Detty, R., Christin & Istiharini (2008). Evaluasi Ke- ence on Technical and Vocational Education and Train-
Efektifan Program Pelatihan “Know your customer & ing (pp. 213–215). Padang: Universitas Negeri Padang.
300
Long-term power load forecasting in the Java–Bali electricity system

using neural network backpropagation
L. Anifah, S.I. Haryudo & R. Ardian

Electrical Engineering, Faculty of Engineering, State University of Surabaya, Indonesia
ABSTRACT: Forecasting is an attempt to predict what happens in the future with the data from the
past, based on scientific methods and quantitative systematic review. This study reviews Neural Network
backpropagation algorithms for long-term power load forecasting for every province in the Java–Bali
electricity system. The purpose of this paper is to predict the power load of each province in the Java–Bali
electricity system and to compare the results with the electric load forecasting using backpropagation
algorithms with conventional methods for the 2015–24 Electricity Supply Business Plan RUPTL (Ren-
cana Umum Penyediaan Tenaga Listrik) of the state-owned power utility firm PT Perusahaan Listrik
Negara (Pesero). The results of electric power load demand calculation and simulation of long-term
forecasting for 2015–24 were not much different from forecasting RUPTL data. Average annual growth of
electricity load for Daerah Khusus Ibu Kota Jakarta is 8.98%, Banten Province 8.74%, West Java Province
8.76%, Central Java Province 8.73%, Daerah Istimewa Yogyakarta 8.05%, East Java Province 8.09%, and
Bali Province 8.13%.
1 INTRODUCTION On the consumer side, outages can occur if the

power generated is smaller than the electricity
The Java–Bali electricity system is the largest elec- needs of consumers. Therefore, it is necessary to
tricity interconnection system in Indonesia, con- predict electricity demand (Handoko, 2009).
nected to each other through power transmissions Forecasting is a process of estimating an inci-
of 500, 150, and 70 kV. The Java–Bali electricity sys- dence/case in the future. Forecasting is usually
tem is divided into four service areas that are a unit classified based on the time horizon in the future.
of the state-owned power utility firm PT Perusa- In electric power, forecasting is usually load fore-
haan Listrik Negara (PT.PLN) Pusat Pengatur casting and includes forecasting peak load (mega-
and Penyaluran Java–Bali (P3B-JB, Distribution watts) and electricity needs (demand forecasting)
and Load Control Java–Bali Center): APB Dae- (megawatt-hours). Forecasting based on time span
rah Khusus Ibu Kota (DKI) Jakarta–Banten, APB can be categorized into three types: short term,
West Java, APB Central Java–Daerah Istimewa medium term, and long term (Hamidie, 2009;
(DI) Yogyakarta, and APB East Java–Bali. Heizer and Render, 2009).
Every event in the power system affects the Electricity demand forecasting methods nowa-
entire interconnected system. As the electricity days have grown rapidly. Intelligent systems (arti-
demand in the Java–Bali electric power system is ficial intelligence) are among the most widely
growing, it needs additional capacity-generating applied by experts to estimate or predict the need
units, transmission lines, transformers, and other for electricity in the future (Son, 2011).
infrastructure. Thus, PLN P3B-JB continues to Neural Network (NN) is an intelligent system
strive to achieve the power system operating goals that can be used in forecasting. Artificial NNs
of reliability, quality, and security (Tresna, 2013). can be used to predict what happens in the future
According to Handoko (2009), electricity con- based on the patterns formed in the past. This can
sumed in a period of time cannot be calculated be done because of the ability of artificial NNs to
exactly. Thus, it is important to predict the elec- remember and make a generalization of what was
tricity demand because the demand for electric there before (Yahya, 2012).
power is increasing. The imbalance of demand Artificial NN is a problem-solving algorithm
and supply can cause widespread disturbances or, that imitates the human NN. One type of artificial
even worse, extinguish supply completely. On the NN is backpropagation. This method is selected
plant side, it can be a waste if the power gener- because when output is not equal to the expected
ated is greater than the electricity consumption. target, the output is propagated backward in the
301
hidden layer to be forwarded to the unit in the
input layer. So, there is feedback to validate the
output of artificial NN (Setiabudi, 2015). In addi-
tion, the artificial NN backpropagation method
can also be applied in forecasting (Siang, 2009).
In this paper, the NN backpropagation method is
used to predict electric power demands. Forecast-
ing is done to calculate the total cost per year for
each province in Indonesia. The data used in this
research are data available from the Electricity
Supply Business Plan (Rencana Umum Penyediaan
Tenaga Listrik, RUPTL) of PT.PLN (Persero) and
statistics data of PT.PLN (Persero) in the Java–
Bali electricity system.
2 METHOD
This study developed a model of long-term power

load forecasting of the Java–Bali electric power
system for the period 2015–24. The results of the
2015–24 Java–Bali load forecasting for each area
were obtained by multiplying the load forecast-
ing for Indonesia with the forecasting results of
the percentage of energy units sold in Java–Bali
(Figure 1).
NN backpropagation was used to obtain the
electrical load forecasting for the next few years.
Figure 2 shows the training process to get the best
weight with the smallest error.
After obtaining the best weight, the next step
is the testing process. In the testing process, two
data types were tested: the Indonesian electricity
demand data and data of the percentage of energy
units sold in each area.
The data used in this study are the data of annual
electrical energy demand in the Java–Bali electric-
ity system for 2009–14, expressed in percentage
terawatt-hours (TWh), and energy units sold per Figure 2. Training process using artificial NN
customer group of PLN/province, expressed in backpropagation.
percentage. Data were sourced from RUPTL and
PT.PLN statistics, respectively. Both sets of data—
annual sale of electrical energy in the Java–Bali
electricity system and energy units sold per cus- Table 1. Training and testing data load forecasting.
tomer group of PLN/province—were divided into
training data (training) and data testing (testing). Input
Table 1 shows a data pattern used for electricity
load forecasting in Indonesia. There are six pat- Data Pattern m-3 m-2 m-1 Target m
terns for the training process and three patterns
Training 1 90.54 100.10 106.09 111.48
2 100.10 106.09 111.48 119.97
3 106.09 111.48 119.97 127.63
Electricity
4 111.48 119.97 127.63 133.11
Java-Bali
Java-Bali 5 119.97 127.63 133.11 145.66
demand ~- load
electricity sold 6 127.63 133.11 145.66 156.30
forecasting forecasting
Testing 1 133.11 145.66 156.30 172.20
2 145.66 156.30 172.20 185.70
Figure 1. Forecasting calculation schemes of electricity 3 156.30 172.20 185.70 198.60
demand in Java–Bali.
302
for the testing process. For each training and test- Table 4. NN architecture for forecasting percentage of
ing process, there are three inputs and one target. energy sold in Java–Bali.
Input data are m-3, m-2, and m-1; target data is m.
Table 2 shows the NN architecture for forecasting Layer 2
Neuron layer 1 5
electricity loads in Indonesia.
Neuron layer 2 1
Table 3 shows a pattern of data used to forecast
Layer function 1 tansig
the percentage of energy units sold for each PLN/
Layer function 2 purelin
province. There are two patterns for the training
Training function traingdx
process and one for the testing process. Each train- Maximum epoch 500
ing and testing process has three inputs and one Error target (mean square) 0.001
target. Input data are m-3, m-2, and m-1; target Learning rate 0.001
data is m. Table 4 shows the NN architecture for Momentum 0.5
forecasting percentage of energy sold in the Java–
Bali electric power system.
After going through the process of training and
Table 2. NN architecture for forecasting electricity testing, the NN backpropagation produces elec-
loads in Indonesia. tricity load forecasting for each PLN/province. The
results of this forecasting are compared with those
Layer 2 of 2015–24 RUPTL PT.PLN (Persero). The com-
Neuron layer 1 5 parison is not to determine which one is better but
Neuron layer 2 1 to look at differences between the two forecasts.
Layer function 1 tansig
Layer function 2 purelin
Training function traingdx 3 RESULTS AND DISCUSSION
Maximum epoch 5000
Error target (mean square) 0.001 3.1 Area 1 (DKI Jakarta and Banten)
Learning rate 0.01
Momentum 0.08 The smallest difference between NN and
RUPTL forecasting data was recorded in 2016
and amounted to 15.2331 TWh or 45.8083% of
RUPTL. The largest difference between NN and
Table 3. Data of energy demand percentage forecasting RUPTL forecasting data was recorded in 2023
in the Java–Bali electric power system.
Input RUPTL. The average difference between NN and
Target RUPTL forecasting data is 63.9864%. On average,
Province Data Pattern m-3 m-2 m-1 m NN forecasting results were higher than RUPTL
results because differences in the data produce a
DKI Training P1 22.58 22.38 22.19 21.94 positive value (+).
Jakarta P2 22.38 22.19 21.94 21.30 Figure 3 shows that the differences started from
Testing P1 22.19 21.94 21.30 20.78 the beginning of 2015. Data discrepancies are seen
Banten Training P1 4.48 4.83 4.60 4.47 in 2023 and the smallest differences in 2016. The
P2 4.83 4.60 4.47 4.85 result of electricity load demand calculation and
Testing P1 4.60 4.47 4.85 4.23 simulation of long-term load forecasting for DKI
East Java Training P1 21.09 20.86 21.55 21.07 Jakarta is 8.98% per year.
P2 20.86 21.55 21.07 20.73 Figure 4 shows that the differences began in
Testing P1 21.55 21.07 20.73 21.59 early 2015. Data discrepancies are seen in 2024
Middle Training P1 9.95 9.77 9.69 9.54 and the smallest differences in 2015. The result of
Java P2 9.77 9.69 9.54 9.71 electricity load demand calculation and simulation
Testing P1 9.69 9.54 9.71 9.88 of long-term load forecasting for Banten is 8.74%
DI Yogja- Training P1 1.25 1.23 1.18 1.17
per year.
karta P2 1.23 1.18 1.17 1.18
Testing P1 1.18 1.17 1.18 1.19
West Java Training P1 15.65 15.25 15.20 15.47 3.2 Area 2 (West Java)
P2 15.25 15.20 15.47 15.31
The smallest difference between NN and
Testing P1 15.20 15.47 15.31 15.37
Bali Training P1 2.07 2.10 2.04 2.04
P2 2.10 2.04 2.04 2.09
Testing P1 2.04 2.04 2.09 2.18 RUPTL. The largest difference between NN and
303
load Forecuting Based NN and RUPTl
load Forecarting Based N.N and RU~l
in D'KI Jakarta Provi nee.
in West Java Province
100 .--------....,.......,.... 120 . - - - - - - - - - -

lOO t-------------~~~
~ +-----~~~--
ro t-------~~~~~~~L
00 r--~=-~------ ....l:::=-----~
~ ~::;;;;;ij. . ..=~ =----
40t~~~~~~--
-+-NN
40 . ......- -+- I
w +---------- Sold
20 t - - - - - - - - - ..... Rum.
0
Energy
&n\O"'C00\0 - N~ _,.
201 >2024
(TWh) ggggg~~~~~
Y·e:ar Year
Figure 5. Graph of forecasting for West Java using NN

Figure 3. Graph of forecasting for DKI Jakarta using and RUPTL data.
NN and RUPTL data.
Load For&nsting llas<ld NN and RUPTl

load Forecarti ng Based NN and RU ~l in M iddle Java Province
in Baniten Provi nee
70 ,--------- so ,------------------
~ +-------------~~-~
oo +------=~~
~- _., 40 t-----------~~~~
~ +----~
~~~~~~~-----
30+......-=:!~~----- : !;;;~~~~~~~=== ........
20 fl~
-~~~~~~!:'!:'::!::~ -+-N
.. 10 + - - - - - - - - - - - - -
10 f Sold
Energy 0 +---r---.----.---.---,-.--.---.-----r--, ...... RUP11.
Sold 0 +-....-""T'"".....--.--.--.-........--.--.---. ...... 2015·2024
RUPTL {TWh) It') -o t-. 00 0. O _ N !:} ..,. 2015-2024
En~rgy
{TWh) ~~~~2~~~~~
Yur
Year
Figure 4. Graph of forecasting for Banten using NN Figure 6. Graph of forecasting for Middle Java using
and RUPTL data. NN and RUPTL data.
and amounted to 17.5288 TWh or 22.2199% of The average difference between NN and RUPTL
RUPTL. The average difference between NN and forecasting data is 12.2968%. On average, NN fore-
RUPTL forecasting data is 13.0876%. On average, casting results were higher than RUPTL results
NN forecasting results were higher than RUPTL because differences in the data produce a positive
results because differences in the data produce a value (+).
positive value (+). Figure 6 shows that differences start in 2019 and
Figure 5 shows that the differences start in 2019 the largest data differences occur in 2023. Data
and the largest difference is seen in 2023. Data discrepancy is still small in 2015–18. The result of
discrepancies remain low in 2015–18. The result electricity load demand calculation and simulation
of electricity load demand calculation and simula- of long-term load forecasting for Central Java is
tion of long-term load forecasting for West Java is 8.73% per year.
8.76% per year. Figure 7 shows that differences start in 2019 and
the largest difference is seen in 2022. The result of
electricity load demand calculation and simulation
3.3 Area 3 (Middle Java and DI Yogyakarta)
of long-term load forecasting for DI Yogyakarta is
The smallest difference between NN and 8.05% per year.
3.4 Area 4 (East Java and Bali)
RUPTL. The largest difference between NN and
RUPTL forecasting data was recorded in 2023 and The smallest difference between NN and RUPTL
amounted to 6.8263 TWh or 18.6053% of RUPTL. forecasting data was recorded in 2018, with
304
loiild ForeCiii.Sting Sued NN iilnd RUP'Tl load Forecasting Based NN and RUPn
in Yogyakiilrta Province in Bali Province
6 ------------ 12
5 ..-----------:,.....,;.....,~-
10
" -'-------.~F:tlr'll~;;..._-
8
3 -r::::~----~=-------
2 .....___ _ _ _ _ _ _ _ _ _ -+- 6
4
1 2
Sold O ..--.---.---.--.---.---..--,.--.--,.-. ~ RUPTI. Sold -e- RUPTL
Ener...,
.,, U').,Oit-..COa-0 - N~ .,.
2015·202-' Energy 0 -t-..-.-..-..-..-..-r-.--~ 2015-2024
(TWhl ~~~~~~~~~~ {lWhl
Year
Figure 7. Graph of forecasting for Middle Java–DI Figure 9. Graph of forecasting for Bali using NN and
Yogyakarta using NN and RUPTL data. RUPTL data.
load Forec~inc &sed NN and RUPn 4 CONCLUSIONS

in EiilstJiiiViil Province
oo ~------------------
Average annual growth per unit of electricity
~ +--------~~~ load for DKI Jakarta is 8.98%, Banten 8.0506%,
ro +------~~~~ 8.74%, West Java 8.76%, Central Java 8.73%, DI
~ +-----..-~~---
40 +--.,..~"'~~~;;..._----- Yogyakarta 8.05%, East Java 8.09%, and Bali
30 +-t;...;:~-------- -+- N 8.13%.
20 +-------------------
Sold 10
0
+----------- -e-RUPTL Comparison of the electrical load forecasting
using NN backpropagation and RUPTL PT.PLN
Energy 2015-2024
U')..OI'o.COc-O ..- N~..,. 2015–24 data resulted in an average percentage dif-
fTWhl ~~~~~~~~~~ ference in the data of −4.8320%. The average per-
Yeiilr centage difference to produce a negative value (−)
indicates NN backpropagation forecasting lower
than RUPTL PT.PLN 2015–24 data.
Figure 8. Graph of forecasting for East Java using NN
and RUPTL data.
REFERENCES
Binoto, M. & Kristiawan, Y. (2015). Peramalan Energi

electricity load −0.0068 TWh or −0.0159% of Listrik yang Terjual dan Daya Listrik Tersambung
RUPTL. The largest difference between NN with Pada Sistem Ketenagalistrikan Untuk Jangka Pan-
RUPTL forecasting data was recorded in 2022 and jang di Solo Menggunakan Model Artificial Neural
amounted to 4.8522 TWh or 8.2221% of RUPTL. Network. (Forecasting Electrical Energy Sold and
The average difference between NN and RUPTL Electricity Connected to Electrical Power System For
forecasting data is 3.7995%. On average, NN fore- Long Term in Solo Using Artificial Neural Network
Model). Jurnal Prosdiag SNATIF ke-2. Universitas
casting results were higher than RUPTL results Muria Kudus.
because differences in the data produce a positive Hamidie, K.A. (2011). Metode Koefisien Energi Untuk
value (+). Peramalan Beban Listrik Jangka Pendek pada Jarin-
Figure 8 shows that differences start in 2020 and gan Jawa-Madura-Bali, Tugas Akhir tidak diterbitkan
the largest difference is seen in 2022. Data discrep- (Energy Coefficient Method For Forecasting Short-
ancy is still small in 2015–19. The result of elec- Term Electric Burden on Java-Madura-Bali Network,
tricity load demand calculation and simulation of Unpublished Final Project). Jakarta: Universitas
long-term load forecasting for East Java is 8.09% Indonesia.
per year. Handoko, B. (2009). Peramalan Beban Listrik Jangka
Pendek Pada Sistem Kelistrikan Jawa Timur Dan
Figure 9 shows that there is a small difference Bali Menggunakan Fuzzy Time Series (Forecasting
between NN and RUPTL forecasting data. The Short-Term Electricity Expenses In East Java and Bali
result of electricity load demand calculation and Electrical Systems Using Fuzzy Time Series). Jurnal
simulation of long-term load forecasting for Bali Surabaya, November. Surabaya: Institut Teknologi
is 8.13% per year. Sepuluh.
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Produksi Dan Operasi (Fundamentals of Produc- Neural Networks dan Aplikasinya. DI Yogyakarta:
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Yogyakarta: BPFE. Putra, I.P. (2011). Aplikasi Logika Fuzzy Pada Peramalan
Heizer, J. & Render, B. (2009). Manajemen Operasi. Edisi Kebutuhan Energi Listrik Jangka Panjang Di Provinsi
9. Terjemahan Chriswan Sungkono. Jakarta: Salemba Sumatera Barat. Tugas Akhir tidak diterbitkan.
Empat.Kusumadewi, S. (2004). Membangun Jaringan Padang: PPs Universitas Andalas.
Syaraf Tiruan Menggunakan MATLAB & EXCEL Setiabudi, D. (2015). Sistem Informasi Peramalan Beban
LINK. Yoyakarta: GrahaIlmu. Listrik Jangka Panjang di Kabupaten Jember Meng-
Laksono, H.D. & Fajira, N. (2014). Peramalan Beban gunakan JST Backpropagation. Jurnal SMARTICS,
Listrik Daerah Sumatera Barat Jangka Panjang Den- 1(1), 1–5.
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Panjang Sistem Kelistrikan Kota Palu Menggunakan Demand in Residential Sector Based on Support
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306
Vocational education with multi-competency based on community needs
Mukhidin, S. Prihartiningsih & A. Mustikawanto

ABSTRACT: Indonesia is a developing country that is trying to solve main issues in education. Indonesian
people are heterogeneous and Indonesian society has established vocational high school with various compe-
tencies/skills. However, the number of LPTKs (Lembaga Pendidikan Tenaga Kependidikan: Teacher Educa-
tion Institution) as providers of teacher-candidates are still limited. As a result, there is no balance between
the number of vocational teacher-candidate providers and vocational high school users of LPTK graduates.
In reality, a number of vocational high schools in certain provinces do not have productive teachers. The gov-
ernment has made many efforts with various programs but they still do not overcome the problems. Thus, it
is necessary to have alternative models of community-based vocational education. The development of these
models starts from the real needs of the community and proceeds to curriculum planning based on multi-
competence and skills. As a result, the LPTK must integrate its curriculum with various skills/competencies
to solve imbalance issues between teacher-candidate providers and vocational high schools as users of univer-
sity graduates. Vocational education using this model will yield graduates who have not only one competence
but also value-added competencies/skills based on society’s needs.
1 INTRODUCTION development among and within countries was une-

qual and urbanization of education occurred from
Indonesia is an archipelago with many tribes and the poor countries to developed countries such as
cultures. Historically, Indonesia is a nation that has America, European countries, and Australia.
a multi-cultural society. As a developing country, Therefore, it is necessary to have innovation in
the middle and lower strata of society hopes that vocational education. The problems will be over-
their children get jobs soon after they finish stud- come if there is cooperation among educational
ies. Government efforts to promote vocational high institutions, the industrial world, and local society.
schools has yielded some result; there is a saying in The society needs mid-level skillful workers to build
Indonesia that “if you want to have a job, you just their environment. The industrial world and manu-
go to SMK.” The government has tried to balance facturers are the users of these workers to help the
the number of general high schools (SMUs) and development of areas. Universities are suppliers of
vocational high schools (SMKs), with 70% SMKs vocational teachers. SMKs connect directly with
and 30% SMUs, and this has been successful. society and prepare the skillful worker who will
The construction of school buildings is com- work in local government and companies.
pleted sooner than the provision of productive
teachers. Development of human resources needs
more time and to provide productive teachers 2 METHOD
requires 4–7 years. Almost all SMKs in Indonesia
complain about the shortage of productive teach- Multi-competence education is developed using a
ers. The number of LPTKs (FPTKs, PTKs, and collaborative FPTK and PTK/JPTK model with
JPTKs), which is jointly with APTEKINDO, is not the development of vocational education, industry,
sufficient for providing SMK teachers in Indonesia. SMKs, and local government. This model is con-
LPTKs like FPTKs provide productive teach- ducted inter-faculty in APTEKINDO. This coor-
ers for SMKs. However, the competence spectrum dination yields the agreement to work together to
in SMKs grows very fast. SMKs need more teach- develop vocational education.
ers who have specific skills in the spectrum of more The necessary skills needed are determined after
than 120 competencies. The number of LPTK grad- local government describes the geographical con-
uates for vocational high schools is limited. Multi- dition, economic situation, and available human
competence education is one of the alternatives to resources and provides an estimation of vocational-
solve the imbalance problem. Taba (1962) states that level workers needed in the future. Because the needs
this crisis occurred first after the cold war, where of workers in each area is different, there must be
the differences between technological and economic a comprehensive plan. Several FPTKs should join
307
THE COMPETEN CY-BASED APPROACH SOCIETY
objective, material, teaching strategy and evalua-
tion (Zais, R.S, 1976). These components must be
arranged systematically so that it can be a sequence
that becomes a model of community-based com-
petence. As discussed, it is clearly seen that the
new curriculum needs a specific purpose so that
it is easy for the curriculum developer to organize
it, whether it is a separated curriculum, integrated
curriculum, or correlated curriculum.
4 CONCLUSIONS
Figure 1. Gap between educational institution’s cur-
riculum and society’s needs. 1. In Indonesian society, development in economy,
education, agriculture, society, technology, and
together in fulfilling the needs of workers. It is not culture does not progress at the same pace. In
sufficient if one graduate has only one skill. It is contrast, the Island of Java has developed bet-
better if one graduate has more than one skill. ter because of the history and development of its
The development of curriculum should refer to education and culture, which was developed ear-
Taba’s (1962) model that consists of need analysis, lier by foreign countries (Dutch, Portugal, Japan,
determines the need priority, and designs the tree and England).
of skills needed by the area. To run the program, 2. Regarding teacher professionalism, graduates
of course, there will be some obstacles but these of electronics will teach based on the electronics
can be overcome through good cooperation. discipline, whether it is machinery or architec-
A standard of competency is established after ture. It is the job of the curriculum developer
finding the gap between society’s needs and the to formulate solutions. The developer should
competency/skills that educational institutions develop a curriculum where the graduates from
possess. This gap is managed by reformulating the vocational institutions become productive voca-
curriculum owned by institutions and involving tional teachers. If these teachers have only one
the industrial world. competency with one skill, then it seems that
society’s need will be fulfilled at a slow pace.
3 DISCUSSION 3. Regarding the problem of competence for teacher
certification, when a graduate is tested the certifi-
To close this gap between society’s needs and the cation indicates the form of competence but not
existing curriculum in institutions, a new curricu- the skill or competence to teach; the issue relates
lum needs to be developed. We can identify the gap to the authorization of teachers to teach.
specifically and determine the standard of compe- 4. From the institutional perspective, it is not easy
tence that is needed. Then, it is about how we apply to ensure cooperation related to existing regula-
this information to Taba’s (1962) model for devel- tions, financials, resources, and understanding
oping a new curriculum. The model is called the of each area.
up-side model, and includes the following steps:
1. Needs diagnosis REFERENCES
2. Formulation of objective
3. Selection of content Bloom, B.S., Hasting, J.T. & Madaus, G.F. (1971). Hand-
4. Organization of content book of formative and summative evaluation of student
5. Selection of learning experience learning. New York: McGraw-Hill.
6. Organization of learning experience Munir (2008). Kurikulum berbasis teknologi informasi dan
7. Determination of what to evaluate and of the komunikasi. Bandung: Alfabeta.
ways and means of doing it. Oliva, P.F. (1962). Developing the curriculum. New York:
Harper Collins.
Using these seven steps, a curriculum developer Saylor, J.G. & Alexander, W.M. (1974). Planning curricu-
can determine the gap between the educational lum for schools. New York: Holt Rinehart & Winston.
institution and society’s needs. From this gap we Sukmadinata, N.S. (2005). Landasan Psikologi Proses
can find out the competence that is needed by an Pendidikan. Bandung: PT Rosda Karya.
Taba, H. (1962). Curriculum development theory and prac-
area. The standard of competence is in the form tice. New York and Chicago: Harcourt, Brace & World.
of a tree of skills. This tree of skills is then bro- Undang-Undang Republik Indonesia Nomor 20. (2003).
ken down into information that can be organ- Sistem Pendidikan Nasional. Jakarta: Depdiknas.
ized to become the syllabus or curriculum. The Zais, R.S. (1976). Curriculum: Principles and foundations.
curriculum components consist of purpose/goal/ Ty Crowell Company.
308
“Memetri Kali” as transformative learning model for sociology students

to care about environmental issues
S. Zunariyah & A. Ramdhon

Department of Sociology, Faculty of Social and Political Sciences, Universitas Sebelas Maret,
Surakarta, Indonesia
ABSTRACT: The degradation of urban rivers is a serious problem and community participation is
required to maintain and take care of rivers. This research aims to describe the practice of a transforma-
tive learning model among sociology students in taking care of Pepe River in Surakarta, Indonesia. The
authors employed participatory action research with sociology students as the subjects of research. Data
were collected using observation, in-depth interviews, focus group discussion, and documentation. Data
collected were then analyzed using Freire’s theory on critical education. Transformative learning for soci-
ology students was conducted for two semesters in the course on environment sociology and social change
and results of research showed that transformative learning connects cognitive, affective, and psychomo-
tor aspects. Through workshop, training, and public campaign, this model played a very significant role in
building students’ care toward problems of river surroundings, helping the community produce informa-
tion about the river, and facilitating the community in taking care of the river.
1 INTRODUCTION context, learning is conceived as changing knowl-

edge, trust, behavior, and attitude. Transformative
Urban river degradation has become a main issue learning leads to change in individual reference and
throughout the world because it is a serious threat can be identified as the series of concepts, values,
to sustainable development attempts (Campana, feelings, and responses to conditions and the result
2014; Chen, 2017). River degradation affects of experience determining an individual’s life all at
energy circulation and earth materials because riv- once. Individual reference consists of cognitive con-
ers host 40% of the world population (Jansky et al., struct supporting the fundamental change of values,
2004; Ching & Mukherjee, 2015; Miao et al., 2016). attitude, and conduct important in developing life
Since 2012, the quality of water has been degrading strategy in dealing with threat of disaster and other
constantly. Republic of Indonesia’s Living Envi- environmental changes (Sharpe, 2016).
ronment and Forestry Ministry reported that, in The effect of transformative learning is the indi-
2015, nearly 68% of river water quality in 33 Indo- vidual’s ability to reflect on any challenge and prob-
nesian provinces has a “severely polluted” status. lem encountered. The learning outcome can be
The main source of river pollution is domestic and seen from the change in an individual’s values and
industrial wastes. The Surakarta Living Environ- behavior relevant to the learning experience, what
ment Agency reported that, in 2016, river water an individual learns, and how to reinforce it. Trans-
pollution is found in nearly all rivers and exceeds formative learning enables students to question their
the threshold of standard quality, is contaminated present and previous assumptions, which potentially
with Escherichia coli bacteria, and not potable. change as the result of experience. So, the outcome
The factors causing river degradation include of transformative learning is building an individual’s
human population growth, urbanization, and freedom, autonomy, and responsibility to the ability
behavior toward the river surroundings (Xianzhao & of moving from critical study of an experience to
Shanzhong, 2011; Salazar et al., 2012; Zhao et al., real action (Armitage et al., 2008; Mezirow, 2009).
2016). The participation of all community elements Freire (1986), in his book entitled Pedagogy
is required in preventing river contamination and of the oppressed, stated that in the transforma-
restoring it to preserve the resource (Jingling et al., tive learning approach, students learn to have
2010). One of the forms of participation is to encour- active abilities of planning direction, choosing
age the students to actively take part in developing beneficial material, thinking of the best learning
a transformative learning model. Transformative method, analyzing and concluding, and taking the
learning is conducted widely to survive and to adapt benefits of learning so that a critical space can be
to disaster and other environmental changes. In this established in economic and political structures,
309
ideology, gender, environment, and human rights. reality of experience, so they learn not only inside
The transformative learning process is put into the but also outside the classroom. The learning outside
framework of social change and functions as an the classroom invites the students to learn from real
independent process for social transformation. conditions within the society. Knowledge produc-
Departing from such assumption, this research tion was conducted along with the people living
aims to describe the practice of transformative around Pepe River, using a transect walk technique
learning model among sociology students in taking from upstream to downstream, covering a length
care of ever degrading rivers in Surakarta. Trans- of 7.8 km. The students recorded and documented
formative learning is conducted to enable the stu- all physical conditions of the river, and social, eco-
dents to produce information about rivers, to reflect nomic, and cultural conditions of the society sur-
on their experiences of seeing the river problems, rounding Pepe River.
and to change their attitude and behavior toward Monitoring and evaluation were conducted in
rivers, thereby preserving rivers. Most importantly, each group, and information was communicated
students can share their experience and their atti- and discussed with each other in order to become
tude and behavioral changes with others. Thus, the collective knowledge and learning. The mapping
attempt to connect cognitive, affective, and psycho- of the river’s physical condition consisted of water
motor aspects can be brought into reality. flow rate, water quality, and animal and plant
types existing around the river. The data obtained
confirmed the theory obtained in the classroom
2 METHOD regarding environmental sociology. The students
respond to the physical condition of rivers differ-
This research was part of a transformative learn- ently from what the ecosystem condition should
ing process in the course on environmental sociol- be. As such, critical reasoning can be built into
ogy and social change, attended by 40 sociology learning systems in colleges that tend to be domi-
students serving as the subjects of research. The nated by rationalistic perspectives and non-critical
learning process was conducted inside and outside reasoning (McFarlane, 2006; Gulrajani, 2010).
the classroom along the Pepe River in Surakarta, The mapping of non-physical conditions con-
Indonesia from September 2015 to June 2016. The sisted of social, economic, political, and cultural con-
authors employed participatory action research ditions; for example, the livelihood of people living
consisting of investigating, acting, and reflecting on the riverbank, river utilization pattern, domestic
(Kemmis and McTaggart, 2005). The knowledge waste and rubbish processing, cultural and societal
production stage was conducted in the form of values related to rivers, population settlement con-
field observations, including mapping and record- dition, disaster history, and various government
ing the condition of Pepe River from both physi- policies related to taking care of and maintaining
cal and non-physical aspects using a transect walk rivers. In this phase, the most important point is the
technique, in-depth interviews with 40 people liv- mapping of citizens’ expectation about the future of
ing around the river, focus group discussion with the river in their area. Their expectation becomes
six communities caring about the river, and a docu- the starting point for developing a change agenda
ment study relevant to Pepe River. for them and their environment. As such, citizens
In the knowledge distribution stage, three kam- are invited to analyze the knowledge-based problem
pongs existing on the banks of Pepe River were to build collectively. Thus, the knowledge produc-
selected: Gandekan, Sangkrah, and Jagalan. A tion process becomes the initial stage for encourag-
series of education and training programs, working social transformation and change facilitated by
shops, and campaigns about caring for Pepe River students.
were held in the three kampongs by involving Citizens’ knowledge of the river is gathered by
youths, children, housewives, and adult men. The growing the caring attitude and sense of belonging
knowledge production process was conducted in an toward the river, existing surroundings, and their res-
attempt to improve knowledge and understanding idence. Knowledge is the basis of belief and belief is
about the river, followed by reflecting on it to guide the basis of consideration that defines attitude. The
the social action process in the form of knowledge attitude of caring for the living environment is not
distribution (Greenwood & Levin, 2003). only determined by the knowledge possessed but is
also the basic capital for an individual to care more
about the living environment. This is related to the
3 RESULTS AND DISCUSSION change in attitude and behavior toward the river as
water civilizations begin to be abandoned.
Knowledge is an important aspect of encouraging The knowledge production phase is the one in
change. The knowledge production phase is the which one individual’s knowledge authority is not
phase in which the students learn theory and the higher than another’s. So far, knowledge about the
310
river has been dominated by the government through their surroundings; the waste management work-
a series of policies not stemming from the society’s shop is intended to enable the citizens to process
will and aspirations. Knowledge derived from the waste and not to dispose them into the river; and
ruler is often considered truer and more important the disaster response workshop is intended to make
than the knowledge that citizens possess. The map- the citizens alert to flood disasters due to an over-
ping of the river resulted in the production of new flowing river. All of the processes are conducted
knowledge about the river based on the social reality from, by, and for the citizens, so a democratic proc-
of citizens and constituted society’s process of rec- ess is developed between them.
ognizing its surrounding environmental condition. Change or transformation is the goal of work-
This supports the citizens’ process of designing need shops organized in each kampong. Appreciation
and interest related to kampong or village planning of the students’ interests and abilities becomes a
programs. The result of river mapping can be the matter of consideration in facilitating the existing
basis of the citizens’ process of building aspirations process of change. The process of building dialog
based on data rather than on interest. and interacting with the society is a part of being
The knowledge production phase was con- together and constitutes a prerequisite for transfor-
ducted through interaction and dialog between mation. This becomes the new innovative learning
citizens and students. It is the process through process because the conventional learning system
which the students listen to citizens’ experience relying on meeting in the classroom only deprives
and knowledge about the river. In the context the students of social reality. As a result, the trans-
of education, dialog is an important part of the formation process is conducted with difficultly.
emancipator knowledge model. The emancipator Transformative learning can connect the cognitive,
knowledge model is based on a dialectical relation- affective, and psychomotor aspects of students, so
ship that aims to criticize knowledge, explain ideo- that the learning process can run more completely
logical interest behind social reality, and contribute and the social transformation to take care of and
to creating a form of reality based on principles of to maintain the river can be realized.
democracy and justice. Emancipatory knowledge
aims to deal with mechanistic perspectives of tech-
nical knowledge and to reflect on them in order 4 CONCLUSIONS
to elicit transformation. This process builds on
critique and action, and meaning contained in The transformative learning model through knowl-
the historical process of criticizing social reality edge production and distribution processes create a
and taking action to change it. A learning process participatory space for sociology students in taking
designed to improve critical concern and personal care of the river. The collaboration between stu-
freedom is needed for individual self-establishment dents and citizens living around the river can create
and is the way for students to be empowered. mutual awareness of the importance of maintaining
In the knowledge distribution phase, data col- and taking care of the river and of changing society’s
lected by the students and the citizens were dis- perception and behavior toward river surroundings.
cussed together to determine the collective need
and interest concerning the problems existing in
river surroundings. In this phase, the students were REFERENCES
divided into three kampongs: Gandekan, Sang-
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312
Implementation of the learning model of Team-Assisted Individualization

(TAI) to improve student activity and student learning outcomes
S. Siregar
Universitas Negeri Medan, Medan, Sumatera Utara, Indonesia
ABSTRACT: This research aims to implement the learning model of Team-Assisted Individualization
(TAI), to streamline the learning process, enable students who excel in concrete technology as a com-
panion to the learning process, and improve student results. The research was conducted on 40 students.
Results of the first cycle revealed different average scores of 20.9 (Meeting I) and 25.50 (Meeting II).
Results of the second cycle continued to rise to an average final score of 84.25. Before TAI, the student
learning model gained an average activity level score of 37.72 (pre-test). After TAI, the average activity
level score of 42.22 in the first meeting increased to 46.67 in the second meeting of the first cycle, and
53.05 in the first meeting increased to 67.42 in the second meeting of the second cycle. Overall, there is
learning results increase by using TAI.
1 INTRODUCTION work together in heterogeneous gatherings on

scholastic errands (Agus, 2011). Cooperative
Concrete technology is a universal science that learning is seen as a method for enhancing under-
underlies the development of modern technol- study accomplishment and other intellectual abili-
ogy, is important in a variety of disciplines, and ties (Slavin, 1984a, b; Parker, R.E, 1985; Brophy,
develops the power of human thought. In everyday J, 1986). In cooperative learning, every understudy
life, the role of concrete technology is increasing, serves as a noteworthy learning asset for each
especially for civil engineering. However, concrete other, sharing and assembling data required. Addi-
technology teaching in vocational high schools is tionally, it cultivates the highest inspiration and
still far from achieving the goal of preparing stu- more interpersonal connections, helps youngsters
dents to be skilled and to be able to react to and to accept grown-up responsibilities and take care
cope with changing circumstances. In this case, of the earth inventively, reduces uneasiness and
applied concrete technology teaching in vocational ethnic pressures, and expands self-regard among
high schools is fundamental and very important students (Sathyprakasha et al., 2014).
in the intellectual life of the nation’s participation The TAI cooperative learning model is very dif-
in learning activities. In fact, today the subject of ferent from other learning models. This model is
concrete technology is not so attractive to most stu- developed not only to achieve academic learning
dents, except a few students who like the subject. but also to develop the social skills of students
The learning model of Team-Assisted Indi- (Nneji, 2011). Some experts argue that this model
vidualization (TAI), developed by Slavin (1984), is more efficient than other models in helping stu-
combines the advantage of a cooperative model dents understand difficult concepts. Slavin et al.
and individual learning. This model is designed to (1985) have been trying to develop TAI coopera-
address individual student learning difficulties; that tive learning models with optimal results.
is, learning activities more widely used for trouble- The steps of the TAI cooperative learning
shooting (Megawati, 2012). According to Slavin model are as follows (Ekowati, 2004): 1) Lecturers
(1985), the primary helpful extensive learning prepare teaching materials to be completed by the
model created and analyzed was TAI, a system that student group. 2) Lecturers administer a pre-test
combines agreeable learning with individualized for students or monitor average daily assessment
direction to address the issue of various classrooms. of students on lectures to evaluate the weaknesses
of students in a particular field (adopting the
Placement Test component). 3) Lecturers teach
2 METHOD the material briefly (adopting Teaching Group
component). 4) Lecturers form small groups of
Cooperative learning might be characterized as a heterogeneous but harmonious students, based on
classroom learning environment in which students the daily tests of students. Each group consists of
313
four to five students (adopting Teams component). consists of two meetings for providing study mate-
5) Each group performs some tasks in the form of rial on concrete technology and is divided into the
worksheets designed by the lecturers, and lecturers preliminary stage, the core stage, and the conclud-
provide individual assistance to those who require ing phase. The preliminary stage involves conduct-
it (adopting the Study Team component). 6) The ing a pre-test on students. The core stage involves
leader of the group reports the group’s success by giving the material prepared by researchers and
presenting the group’s work ready to be replicated explaining the learning model. Students form
by lecturers (adopting the Creative Student com- groups of four people. Each group is appointed a
ponent). 7) Lecturers administer a post-test to be tutor by the lecturer who acts as the leader of the
done individually (adopting the Fact Test compo- group and as a facilitator for group members.
nent). 8) Lecturers group students from the best to The observation phase, in which researchers
the least successful (if any) based on the results of record all the activities, takes place during the lec-
the tests (adopting Team Score and Team Recogni- ture. Lessons on concrete technology are given four
tion components). 9) Lecturers provide formative times; post-tests are conducted every two meetings.
tests in accordance with the prescribed competence. Furthermore, from the results of the pre-test and
The understudies are helped with comprehen- post-tests I and II from the first cycle, reflection
sion of the subject matter as there is no opposition and re-planning are done. The planning stage
among them and they cooperate to take care of starts Cycle II, which has the same stages as Cycle
issues in managing distinctive methods of learn- I. The results are as follows.
ing. Understudies do not just expect additional The aspects measured to determine the activity
help from the teacher to propel them to grasp all of students (presented in Table 1) show a signifi-
the material quickly and precisely. The instructors cant increase, especially the involvement of stu-
could utilize 50% of their time to do this, so it is dents regarding explanation of lessons by teachers
simpler to give individual help to the understudies (from 50% to 77.50%). The activity level of stu-
who require extra support (Tinungki, 2005). dents, measured by communication and participa-
The research was conducted on students of tion in groups, also increased from 15% to 70%.
the Department of Civil Engineering, Faculty of This shows that students are more comfortable and
Engineering, University State of Medan, Medan, happy to converse with fellow students because it
Sumatra, Indonesia. Study participants were 40 stu- can increase their confidence. This can be seen in
dents who were taking a course in concrete technol-
ogy in the first semester (6 months) in the academic
year 2015/16. Research was conducted during lec- Table 1. Percentage of the level of activity of students.
tures in the classroom of the Department of Civil Percentage (%)
Engineering.
This study aims to improve the quality of learn- After TAI/meeting
ing outcomes of the concrete technology course Aspect measured to Before
through the TAI learning model. The study was con- No. students TAI I II III IV
ducted in four cycles with a timeframe of 2 months.
Here, the researcher is the originator of the idea and 1 Noting explanation 50.0 60.0 72.5 72.5 77.5
also serves as an observer and active participant of lecturers
2 Asking questions 27.5 32.5 40.0 45.0 50.0
as a tutor. The achievement of quality of learning
3 Doing the questions 45.0 45.0 47.5 50.0 57.5
through TAI cooperative learning strategies uses
with confidence/not
systematic measures that include students actively. relying on others
4 Communicating and 15.0 20.0 20.0 47.5 70.0
participating well
3 RESULTS AND DISCUSSION in the group
5 Providing ideas/ 20.0 27.5 27.5 40.0 57.5
The results of the implementation of the research opinions
activities outlined are in accordance with the stage 6 Responding to the 48.5 57.5 57.5 60.0 72.2
of learning cycles performed in the learning proc- opinions of others
ess in the classroom. Two cycles are performed in 7 Receiving opinion/ 20.0 27.5 27.5 32.5 60.0
this study, where each cycle consisted of two meet- input of others
ings. The first cycle consists of four stages: plan- 8 Paying attention to 32.5 45.0 57.5 57.5 77.5
ning, implementation, observation and reflection, fellow members of
other groups
and re-planning. The planning stage involves the
9 Making a summary 45.0 65.0 70.0 72.5 85.0
plan preparation process before learning, including of the study
preparation of learning tools and determination of Mean 37.5 42.2 47.7 53.0 67.4
the group and materials. The implementation stage
314
the increase in Aspect 8, which is the level of aware- age score of 73.88 to 84.25, with the minimum and
ness of students toward other members of the maximum scores also increasing. Table 1 shows that
group, from 32.5% to 77.50%. This concern is char- the level of activity of communication/participation
acterized by group members helping each other to among group members was 70% and Table 2 shows
solve engineering problems. Overall, the aspect that a total of 33 students were active and very active
is measured in the TAI learning activity increased. during the learning process.
TAI learning models have shown success in imple- Results in Table 4 show that the model signifi-
mentation because one of the advantages of TAI is cantly improves student learning outcomes. The
to improve communication and activity of students low graduation rate (<55%), noted in preliminary
in the learning process (Perihan, 2009). The results observations of researchers, increased by imple-
of the activity distribution of students who studied menting the TAI learning model. Table 4 presents
concrete technology are shown in Table 2. the recapitulation of the learning outcomes of
Concrete technology is a compulsory subject students studying concrete technology. At the first
in the first semester of the civil engineering study meeting, 18 students were not competent; at the sec-
program. This course is often considered a difficult ond meeting, 11 student were not competent; at the
subject because of the low graduation rate (pre- third meeting, eight students were incompetent; and
liminary observations: <55%). At the beginning of at the final fourth meeting, five students remained
the first meeting, the students were shy and scared, incompetent. Thus, overall, there are increases in
with a low level of activity and participation in the the process, content, and activity of students.
learning process. With the implementation of the
TAI learning model, an increasing activity level for
students was observed. During the first meeting,
out of 40 study participants, 36 students were pas- Table 3. Results of the frequency of the first and sec-
sive, only listening and recording, and 4 students ond cycles.
were active. Furthermore, when the TAI instruc-
tional model that involves students actively learn- Cycle I Cycle II
ing (with the lecturer as facilitator) appeared at
Pre- Post- Post- Post- Post-
Meeting IV, most of the students became active.
test test I test II test I test II
Out of 40 students, as many as 33 students were
active and very active. Increased activity of the Valid, N 40 40 40 40 40
students is expected to have implications on the Missing 0 0 0 0 0
outcome of the final required value. Mean 45.50 66.09 71.00 73.88 84.25
Table 3 presents the frequency generated from Standard 3.06 3.35 2.77 2.71 2.57
the first and second cycles with pre-test and post- error of
test results of each cycle. The average pre-test score mean
is 45.50, with a minimum of 0.00 and a maximum Median 50.00 70.00 70.00 75.00 85.00
of 80.00. The average of this pre-test was associated Mode 50.00 70.00 70.00 70.00 100.00
with a low level of activity (15.00% as in Table 1). In Standard 19.34 21.16 17.51 17.11 15.91
the first cycle of the first meeting, the average score deviation
increased to 66.09, with a minimum of 20.00 and a Variance 374.10 447.85 306.67 292.93 253.27
maximum of 100.00. Despite the increase, the result Range 80.00 80.00 70.00 70.00 50.00
is still lower than the minimum passing score of Minimum 0.00 20.00 30.00 30.00 50.00
70.00. The average, minimum, and maximum scores Maximum 80.00 100.00 100.00 100.00 100.00
continued to increase at the first and second post- Total 1820 2643.75 2840 2955 3370
tests. The second cycle saw an increase in the aver-
Table 4. Recapitulation of learning outcomes.

Table 2. Total activity level of students.
Number of respondents/
Number of students/meetings meeting
Indicator I II III IV Indicator Pre-test I II III IV
Not active 12 9 6 0 Not competent 35 18 11 8 5

Less active 24 13 13 7 Less competent 4 10 13 12 3
Active 4 18 21 27 Competent 1 4 8 12 15
Very active 0 0 0 6 Very competent 0 8 8 8 17
Total number 40 40 40 40 Total 40 40 40 40 40
315
4 CONCLUSIONS Pendidik. Makalah Workshop Rencana Program dan
Implementasi Life Skill SMA Jawa Timur.
The results of the study in the first cycle show Megawati (2012). Y. D. N., & Sari, A. R. (2012). Model
changes in cognitive understanding (competence) Pembelajaran Kooperatif Tipe Team Assisted Individ-
ualization (TAI) dalam Meningkatkan Keaktifan Siswa
of students with regard to the subject of concrete dan Hasil Belajar Akuntansi Siswa Kelas XI IPS 1 SMA
technology by applying the TAI learning model. Negeri 1 Banjarnegara Tahun Ajaran 2011/2012. Jurnal
The different average post-test and pre-test scores Pendidikan Akuntansi Indonesia, 10(1): 162–180.
of the first cycle are 20.59 (post-test I) and 25.50 Nneji, L. (2011). Impact of framing and team assisted
(post-test II). The difference on this score does individualized instructional strategies students’
not show major changes when associated with the achievement in basic science in the north central zone
expected minimum passing score. To improve these of Nigeria. Knowledge Review, 23(4): 1–8.
scores through the TAI learning model, the model Parker, R.E. (1985). Small-group cooperative learning—
was applied not only inside the classroom but also Improving academic, social gains in the classroom.
Nassp Bulletin, 69(479), 48–57.
outside the classroom in the form of tasks (individ- Perihan, D.A. (2009). Experimental evaluation of the
ual and group), training, and student discussion. effects of cooperative learning on kindergarten chil-
By implementing the TAI guided learning model, dren’s math ability. International Journal of Educa-
in which each student is actively communicating tional Research, 48: 370–380.
and participating in solving a problem (question), Sardiman (2011). Interaksi dan Motivasi Belajar Menga-
student understanding is much improved compared jar. Jakarta: PT Grafindo Persada.
with individual learning. In the second cycle, there Sathyprakasha et al. (2014). Research on cooperative
is a significant increase in the difference in value learning: A meta-analysis. International Journal of
between the pre-test and post-test scores, where the Informative & Futuristic Research, 1(10): 139–150.
Slavin, R. (1984a). Team assisted individualization:
average final score obtained was 84.25. Cooperative learning and individualized instruction
Furthermore, in addition to evaluating the results in the mainstreamed classroom. Remedial and Special
of the study TAI also evaluated the level of activ- Education, 5: 33.
ity of students during the learning process. Before Slavin, R. (1984b). Effects of team assisted individualiza-
TAI, the average learning activity level of students tion on the mathematics achievement of academically
was 37.72 (pre-test). After TAI, the average activity handicapped and no handicapped students. Journal of
level scores were 42.22 (Meeting I, Cycle I), 46.67 Educational Psychology, 76(5): 813–819.
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316
Management of cooperation and partnership in vocational high schools

for improving graduate competencies
T. Setiawaty & G. Tjahjono

Jurusan Pendidikan Teknologi dan Kejuruan, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Nusa Cendana, Indonesia
ABSTRACT: Vocational High Schools (VHSs) have the appearance of a superior (high-performing)
school. To achieve superior performance, VHSs require cooperation and partnership with various parties,
such as institutions, individuals, and groups. This study aims to describe the implementation of coopera-
tion and partnership in VHSs to prepare graduates for work. This study uses qualitative research methods
with a case study approach. Data were collected using in-depth interviews, participant observation, and
documentation. The aim of research is the implementation of cooperation and partnership management
in VHSs. Research subjects are all indicators of school plus alumni and industry partners. This research
resulted in a model consisting of the plan of operation for quality objectives, socialization and online
image creation of the school, development of networking and partnership, cooperation and partnership
programs, the implementation of cooperation and partnership, and cooperation in the form of production.
1 INTRODUCTION industry; they are qualified and able to compete with

other labor from other countries. To create superior
The Association of Southeast Asian Nations human resources, good quality schools are required.
(ASEAN) created the Asian Economic Commu- An effective school is a good quality school (Sal-
nity (AEC) in 2015. The purpose of the AEC is lis, 1993). Townsend (1994) classifies the quality of
to improve economic stability in ASEAN and to schools into four quality dimensions: the quality of
be able to overcome economic problems between individual students, the quality of the curriculum
ASEAN countries. The AEC integrates 12 priority used, the quality of the teacher, and the quality of
sectors: free flow of skilled labor for health care, graduates produced. Quality can be achieved if the
tourism, logistics services, e-ASEAN, air travel school is able to perform as an effective school. To
transport, agro-based products, electronic goods, achieve effective school status, schools must have
fisheries, rubber-based products, textiles and high absorption in employment, low dropout rates,
apparels, automotive, and wood-based products and the chance for students to go on to higher educa-
(http://www.academia.edu/11907160). tion (Caldwell & Spinks, 1988) and high-performing
One of the AEC’s priority sectors is wood-based schools (Shanon & Bylsma, 2003).
products. VHS PIKA produces wood-based prod- To achieve effective school status, it is time for
ucts and has been known for its furniture products VHSs to build cooperation and partnership with
since 1968. Since the establishment of VHS PIKA, industry. This will ensure that the schools know
this school has been preparing students as ready about the world of work and are able to accom-
labor for the wood industry, with expert skills of modate the possibility of a joint venture to develop
operator and supervisor. VHS PIKA has many concepts of learning and adjust to the needs of
accomplishments that are improved annually. For the working world. Forms of cooperation in the
improved performance, the alumni association also implementation of school programs are adapted
provides information, knowledge, and skills in furni- to the conditions and needs of the school and also
ture production technology being developed in com- to the associated partner. School partnerships with
panies for which alumni work. Information obtained industry aims to bring skilled and trained labor to
from alumni and the industry enables VHS PIKA to the workplace.
continuously improve and make adjustments so that Partnership becomes a clear facilitator and is an
practical learning can adapt to the demands of the approach to improve sustainable development, espe-
furniture industry (Setiawaty, 2011). cially in vocational education. The basic principle
Based on its achievements, VHS PIKA is able to in establishing partnerships include: mutual ben-
create superior prospective labor for the furniture efit, mutual trust, and mutual give and take for the
317
Standards, curricula, accountab-ility and assessment
l l
Teacher's
l l
Professional Classroom Student
knowledge
development andskm teaching achievement
f f f r
Figure 1. How to develop student achievement professionally (Regional Educational Laboratory (REL) Southwest,
2007: 4).
partnership. Some of the collaborative activities and furniture. The school’s education motto is com-
partnerships that can be developed by the school petence, conscientiousness, and compassion. The
and the workplace are: 1) managing joint activities school’s vision is to become a center of technical voca-
and programs between providers of educational tional education for the furniture industry, with grad-
institutions; 2) utilization of infrastructure owned by uates who are competent, humanist, live noble values,
partner institutions; 3) program funding to realize a and care for the environment (VHS PIKA, n.d.).
program to be implemented; and 4) the placement VHS PIKA has a four-year learning program,
of graduates from educational institutions into the consisting of Level I (Class X), Level II (Class XI),
expanding sectors or commodity areas required by Level III (Class XII), and Level IV (Class XIII). The
the partner agency (Bambang & Budi, 2016). school uses the government curriculum combined
The Regional Educational Laboratory (REL) with the PIKA curriculum. The curriculum is 30%
Southwest (2007) explains that school devel- theory and 70% practice. At Level 1, students are
opment in a professional manner will result in taught a sense of quality and learn about: 1) how
student achievement. Development of student to make a good product; (2) how to work in a pro-
achievement in a professional manner is capable of fessional manner; and 3) how to be an artisan using
producing outstanding students in the educational manual tools, such as pegs, saws, and chisels. At
system. Figure 1 shows how to develop student Level 1, students make the products individually. At
achievement in a professional manner. Level 2, students learn about the sense of efficiency
that governs the way to work, time management,
and production processes. At Level 2, students start
2 METHOD using the workbench and standard machines, such as
graders, planer machines, drilling machines, thicken-
This study uses qualitative research methods with ers, and chainsaws, and make products individually.
a case study approach. The study was conducted in Level 3 students learn about the sense of team-
VHS PIKA Semarang, Indonesia. Data were col- work, that is, how to complete a product in groups
lected using in-depth interviews, participant obser- of two to three people; for example, making table
vation, and documentation. The aim of research is bureaus and cabinets is done in groups. The goal
the implementation of cooperation and partnership is that students are trained how to cooperate with
management in the school. The subjects of research each other. Level IV students learn a sense of
are the principal, vice principal, the curriculum in entrepreneurship, where they apply the knowl-
practice, instructors, students, alumni, partner edge obtained from Levels 1–3 and begin to work
industries, and administrative personnel. Data with other employees to complete the project. At
were analyzed using the qualitative data analysis Level IV, students start to learn how to finish a
interactive model of Miles and Huberman (2007) project, either independently or in groups, and to
involving four research stages: data collection, data be responsible for managing a project.
reduction, data display, and drawing conclusions.
3.2 Curriculum of VHS PIKA

VHS PIKA is a place to educate students in the
technical skills of furniture making, and continu-
3.1 VHS PIKA
ously improves its quality management system
VHS PIKA has a vision for young people to excel using ISO 9001:2008. This improvement of qual-
in the wood industry, particularly in the field of ity management is the response of VHS PIKA to
318
demands, expectations, and wishes of the customer competencies are required nowadays; 5) industrial
who comes first and overrides priorities. The cur- help in the form of machines to assist student
riculum used is a combination of the government learning; 6) internships in the industry; 7) schol-
curriculum and the PIKA curriculum. It is made arships made available for outstanding students;
jointly by teachers of VHS PIKA, alumni, and the 8) the common commitment of VHS PIKA and
industries that employs PIKA graduates. Inputs the industry to promote the Indonesian economy,
from alumni and the timber industry strengthen especially the wood industry; 9) regular training
the PIKA curriculum that is constantly evolving. provision for instructors about the technological
development of the wood industry; 10) invitations
from VHS PIKA to teams of experts if there are
3.3 Quality objectives of VHS PIKA new technologies in the furniture industry; and 11)
VHS PIKA has five work units: vocational edu- the opportunity for instructors and VHS PIKA
cation workshops, curriculum, facilities and staff to upgrade their knowledge and skills regard-
infrastructure, student work, and educators and ing the latest developments in the wood industry.
guidance counseling (Setiawaty, 2011). Each unit
devises a plan of the quality objectives based on the
3.5 Developing cooperation and partnership
current strategic plan of the school, an analysis of
the internal strengths and weaknesses and external Cooperation and partnership agreements between
opportunities and threats (i.e., a SWOT analysis), the school and industry are carried out directly
and strategic plans that have not been achieved in by the principal. VHS PIKA conducts coopera-
the previous year. Determination of quality objec- tion and partnership with the furniture industry,
tives is set at the beginning of the school year based related industries such as ironmongery (industrial
on PIKA’s management coordination meeting and paints, portable machines, handheld machines),
evaluated at the end of the school year. The quality the Employers’ Association of Furniture and
objectives of each unit and the achievement indica- Handicrafts of Indonesia (ASMINDO), indus-
tors are outlined in the activity plan. trial users of PIKA furniture (e.g., hotels, hospi-
The achievement of quality targets is constantly tals, institutions), and the Ministry of Labor and
evaluated by the vice principal during the coordi- Transmigration. Cooperation and partnership with
nation meeting every week. Management reviews institutions is implemented through several activi-
are conducted to evaluate achievement of quality ties: 1) socialization and online image creation of
objectives when monitoring learning outcomes at the school; 2) development and expansion of the
the end of the school year. Management reviews network of cooperation among industry and gov-
are led by the director of PIKA and attended by ernment agencies; 3) compilation of collaboration
representatives of the quality management system and partnership programs; 4) producing the memo-
and the principal of PIKA. randum of understanding (MOU); 5) implementa-
tion of the cooperation plan; and 6) evaluation of
cooperation and partnership previously achieved.
3.4 Cooperation model for VHS PIKA
and the industry
3.6 Cooperation and partnership programs
Education in VHS PIKA is fully supported by
the timber industry, both financially and through VHS PIKA make cooperation and partnership pro-
experience. PIKA vocational graduates and VHS grams in three forms: 1) Seminars and training for
PIKA products are ready to compete in the wood students are carried out by the furniture industry
industry. These products are recognized as upper- or another related industry. Seminar materials are
middle class products, as PIKA products are in accordance with agreements between the school
known to be exclusive. PIKA products use good and the industry partners. Training and seminars
quality wood and are durable. Also, PIKA fur- are conducted after students complete general tests
niture product design is very interesting and has and before they receive their report cards. 2) Stu-
perfect finish, making PIKA products very well dents are given industrial work practice opportuni-
known to the public. ties, where activities are carried out in keeping with
Cooperation between the school and the indus- the MOU between the school and the industry
try occurs because of: 1) students who not only partners. MOU is conducted by the industry and
practice in vocational workshops but also stud- the school. VHS PIKA’s industrial work practices
ied at PIKA; 2) PIKA–industry collaboration on are conducted during the first year. The content of
products that have to be produced by students; 3) the agreement include the rights and obligations
continuous collaboration between the school and of students, the school, and the industry. 3) Place-
the industry to produce graduates who are ready ment of orders for furniture products is done with
to work and have no trouble during the course of the collaboration of the production divisions of
work; 4) information from the industry about what the industry and PIKA.
319
3.7 Implementation of cooperation and be solved so that they do not become an obstacle to
partnership in industrial working practices implementation of activities in the following month.
VHS PIKA has used the management model
VHS PIKA implements industrial working practices
of cooperation and partnership to achieve qual-
for 1 year for students in Level IV. It aims at provid-
ity objectives of the school. This model includes:
ing work experience to students to help them apply
1) making each unit of work meet quality objec-
theory and practice skills in real conditions in the
tives, where to achieve quality objectives, each unit
industry. Industrial working practices also provide
makes an activity plan of operation and work is
students technical knowledge, workplace attitudes,
based on that plan; 2) socializing and image crea-
mental strength, and managerial experience in an
tion of VHS PIKA, church activities, and continu-
industrial environment and its accompanying prob-
ous cooperation with the alumni; 3) developing a
lems. Implementation of industrial working practices
network of cooperation and partnership; 4) cre-
during the first year gives students more experience
ating cooperation and partnership programs; 5)
while working in the industry. During the work expe-
implementing cooperation and partnership in the
rience, students are asked to observe problems that
form of industrial practice; and 6) implement-
occur in each industry and these problems become
ing cooperation and partnership in the form of
the topic of scientific papers by the students. How
production.
students solve problems faced during the practice
of industrial work is critically examined in students’
papers. Industrial practice is evaluated by assessing
ACKNOWLEDGMENTS
the student’s performance during the first practice
and the results of industry tests conducted before a
The authors would like to thank the principal and
team of examiners from the school and the industry.
all personnel of VHS PIKA that has provided
funding for this research.
3.8 Implementation of cooperation
and partnership in production
REFERENCES
VHS PIKA builds programs of cooperation and
partnership based on the form of cooperation Bambang, I. & Budi, S. (2016). Kemitraan Sekolah
agreed between the school and the industry. Indus- Menengah Kejuruan Dengan Dunia Usaha dan Dunia
tries that want to work with VHS PIKA grow Industri (Kajian aspek Penhgelolaan Pada SMK
annually, in terms of orders and number of stu- Muhammadiyah 2 Wuryantoro Kabupaten Wonogiri).
dents in industrial work practices in the furniture Jurnal Pendidikan Ilmu Sosial, 26(1): 1412–3835.
industry. The industry tends to benefit from such Caldwell, B.J. & Spinks, J.M. (1988). The self-managing
cooperation because VHS PIKA students are rec- school (p. 12). London: Taylor and Francis.
ognized as being of superior quality. Http://www.academia.edu/11907160.
Miles, M.B. & Huberman, A.M. (2007). Analisis Data
Kualitatif (Qualitative Data Analysis) (pp. 16–17).
Jakarta: UI Press.
4 CONCLUSIONS Regional Educational Laboratory (REL) Southwest
(2007). Reviewing the evidence on how teacher profes-
VHS PIKA has autonomy in managing work and sional development affects student achievement. REL
partnerships with industry and government agen- 2007-No. 033 (pp. 3–4). National Centre for Educa-
cies. Implementation of cooperation and partner- tion Evaluation and Regional Assistance, Institute of
ship management is done effectively using ISO Education Sciences, U.S. Department of Education.
Website: http://ies.ed.gov/ncee/edlabs/regions/south-
9001:2008. By standards of quality, WMM (Wakil west/pdf/REL_2007033.pdf.
Manajemen Mutu) requires all heads of units to Sallis, E. (1993). Total quality management in education
make quality objectives that contain targets to (pp. 50–51). London: Kogan Page Education Man-
be achieved during the school year. The quality agement Series.
objectives of each unit of work are outlined in the Setiawaty, T. (2011). Manajeman Sekolah Menengah
activity plan, which contains achievement indica- Kejuruan yang efektif. Disertasi (pp. 220, 222, 243).
tors of quality objectives and the implementation Yogyakarta: Universitas Negeri Yogyakarta.
of implementing each of the indicators so that the Shanon, G.S. & Bylsma, P. (2003). Nine Characteristics
target can be achieved in accordance with the objec- of High Performance School. Olympia, Washing-
ton: Office of the School Superintendent of Public
tives that have been defined. The achievement of Instruction.
these targets is monitored every month and WMM SMK PIKA (n.d.). PIKA-Semarang. Website: http://
coordinates monitoring with the school in monthly www.pika-semarang.com.
meetings. Obstacles or problems identified during Townsend, T. (1994). Effective schooling for community.
the implementation of the activities are sought to core-plus education (p. 29). London: Routledge.
320
Technical and vocational education and training in the secondary stage:

A case study
V.A. Shamsudeen
State Institute of Technical Teachers Training and Research, Kalamassery, Kochi, Kerala, India
ABSTRACT: Being the most literate state in India, Kerala is a forerunner in vocational education and
training at all levels. Engineering graduate education started before independence, as also polytechnic educa-
tion. Industries were in need of qualified people at that time for increasing productivity by diversifying out-
puts. It was the golden age of industries within and outside Kerala, contributing to the nation’s growth. The
manpower so utilized resulted in record productivity both internally and externally. This further necessitated
training manpower at young age for those who can exhibit their skill as per the design of the engineers. The
skill gap could be filled with the manpower produced from secondary stage education by giving proper
training. Technical High Schools (THSs) were started in Kerala with an aim to impart skill-oriented techni-
cal/vocational training at young age, enabling people to acquire proper jobs after further education. This is
a unique system practiced in Kerala and can achieve good results in the country. This paper aims to study
the attributes of the THS system in Kerala and its implications in the industry and in society, on the basis
of which recommendations are made to other states and countries to follow this unique system in Kerala.
1 INTRODUCTION Commission offered a number of suggestions to

make the secondary education comply with the new
1.1 The Hunter commission, 1882 goals and needs of independent India. The aim was
to train youth for intermediate leadership and for
In 1882, the Government of India appointed the
democratic citizenship. Secondary education was
Hunter Commission to suggest reforms to be
to be the terminal stage for a large majority of the
brought to the education system at that time. With
nation’s youth, who would take up their place in
regard to vocational and technical education, this
society after their school education and provide
Commission recommended that in the particu-
leadership to the general masses. The Commission
lar category of high schools there should be two
was equally concerned with qualitative improve-
avenues, one leading to the entrance examination
ment of schools. To develop individual talent, cur-
of the university and the other of a more practical
ricular offerings were extended and diversified.
character intended to empower the youth for com-
To achieve the new aims of education, changes in
mercial, vocational, and non-literary pursuits.
methods of teaching were suggested. New trends in
Students in their early teens show a profound
examination, guidance, and extracurricular work
inclination toward doing things on their own.
were brought into the school programs. Multipur-
This age is best suited for them to grasp more by
pose secondary school was a new concept recom-
doing things in practice rather than learning some-
mended by the Commission. Craft, social studies,
thing orally. Studies have shown that the practical
and general science was included in the curriculum
knowledge imbibed by teenagers can be exhibited
with the aim to orientate students toward an indus-
with expertise throughout their life. However, the
trial and science-centered democratic life.
curriculum should be designed in such a way that
necessary and sufficient information in the areas of
science, mathematics, language, and social science
1.3 Government initiatives
is optimally imparted. This will aid them to become
productive citizens when they reach adulthood. Kerala, being the most literate state, is a pioneer in
school education. With the formation of the state in
1956, visionary leader Prof. Joseph Mundassery, the
1.2 The secondary education commission, 1952
then Minister for Education, took the lead in bring-
The All India Commission for Secondary Educa- ing forth reforms in general education. School edu-
tion was appointed in 1952 under the chairman- cation was made compulsory for all. To ensure this,
ship of Dr. A. Lakshmanswamy Mudaliar. This necessary and sufficient schools were opened even in
321
difficult rural and tribal areas. Mid-day meal schemes 1. Welding
were introduced to encourage student attendance 2. Fitting
and to minimize dropout rates. The state of Kerala 3. Turning
has the lowest school dropout rate in India. 4. Electroplating
5. Maintenance of two- and three-wheeler
6. Motor mechanic
2 CONCEPT OF TECHNICAL HIGH 7. Agriculture
SCHOOLS (THS) 8. Printing
9. Refrigeration and air-conditioning
2.1 Requirements of the industry 10. Electronics
11. Electrical wiring and maintenance of domestic
Although a state not rich in industries, Kerala had
appliances
some of the major central public sector industries,
12. Surveying
such as Fertilizer and Chemicals Travancore Ltd,
13. Plumbing
Hindustan Machine Tools Ltd, Cochin Refineries,
14. Rubber technology
and Indian Rare Earth Ltd, working in full swing in
15. Masonry and concrete work.
the 1960s. Also, state-owned industries, such as Tra-
vancore–Cochin Chemicals Ltd, Transformers and Students undergoing the training in the above-
Electricals Kerala Ltd, and Kerala Agro Machin- mentioned fields are able to achieve competence
ery Corporation Ltd, and major private industries, at the craftsman level, which is obtained from the
such as Apollo Tyres, Indian Aluminium Company, Industrial Training Institute (ITI) after matricula-
Madras Rubber Factory, and Mavoor Rayons, tion. But THS students are able to get the skill and
flourished to their zenith. A number of scientific competence by completing matriculation. In addi-
and commercial establishments, such as the Indian tion, efficacy of the THS holders shoots up since
Space Research Organization, Bharat Sanchar they are getting the training at the proper young age.
Nigam Limited (BSNL), and Kerala State Electric- Recently the THS curriculum has been revised
ity Board (KSEB) Ltd, also were in full swing. The in order to reflect the state of the art knowledge
manpower requirements of these establishments and skill. Both the general studies and technical
were large. In agreement with the Secondary Edu- studies are revamped so that the students are able
cation Commission’s suggestion of vocationaliza- to grasp the latest developments in science, Tech-
tion of education, enabling students to obtain a nology and Environment.
job at a young age which in turn will provide skilled
workers for the industry, the Government of Kerala
decided to start THSs throughout the state and to
3 IMPLEMENTATION OF THE
attract youth to these establishments. Kerala was
NATIONAL SKILLS QUALIFICATIONS
a pioneer in this regard also. In the 1960 s, seven
FRAMEWORK (NSQF) IN THE THS
schools were started and the outcome was really
astonishing. Except a few students, most of them
3.1 New initiative by the government of India
got absorbed in various industries and government.
establishments when they reached adulthood. The The Government of India proposed implementa-
number of technical institutions were increased to tion of the National Vocational Education Quali-
24 in the 1970 s and to 39 in the 1980 s. fications Framework (NVEQF), later changed
to the NSQF, from IX standard onward in gen-
eral schools, in order to inspire school dropouts
2.2 The winning strategy
to change their general stream to the vocational
At present, 4000 students are studying in 39 THSs stream. Levels I to X in the vocational stream
of Kerala. The students are given training in their leads to award of a vocational certificate, degree,
selected trade with emphasis on practical knowl- or diploma on completion of the appropriate
edge. At present, there are 15 trade specializations levels.
in THSs. The trades are selected in such a way as When implementation of the same came up for
to ensure job opportunities or opportunity for discussion in Kerala, it was suggested that this be
higher studies. The students do practical work- implemented in THSs so that students are able
shops with much enthusiasm. This not only leads to acquire multiple skills through the opportu-
to jobs or higher studies but also equips them for nity to undergo both trade and NVEQF (NSQF)
entrepreneurship in the connected areas. Practical specializations.
knowledge given at young age helps to deliver more The decision was taken at appropriate levels to
productivity in the trades concerned. implement the initiative in THSs across the state.
The following are trade specializations leading Now, the THSs are taking it as a challenge to train
to skill training as per industry and agricultural students in both trade and NVEQF (NSQF) spe-
standards: cializations (Table 1).
322
Table 1. NVEQF (NSQF) sectors and specializations Table 2. Number of subject periods per week.
implemented in THSs in Kerala (www.aicte-india.org/
vocationaleducation). Period/week
SI.
SECTORS SPECIALIZATIONS NO. Subject VIII IX X
Agriculture 1. Renewable Energy 1 Malayalam I 4 4 4

2. Green House Technology 2 English 5 5 5
Automobile 1. Automobile 3 Mathematics 5 5 5
2. Auto Electrical and Electronics 4 Physics 2 2 2
Communication 1. Mobile Communication 5 Chemistry 2 2 2
1. Construction and Building 6 Social Science 4 4 4
Construction 7 Information Technology 2 2 2
Technology 8 General Engineering – 2 2
Printing 1. Printing and Packaging Industry 9 Eng.Drawing 2 3 3
1. Electrical Equipment 10 Enrich your English I & II 2 1 –
Service 11 General Workshop 12 – –
Maintenance 12 General Workshop –
2. Electronic Equipment Trade 5
Specialization 5
Maintenance 13 Trade Theory –
Infrastructure 1. Refrigeration and Maintenance
Total 40 35 34
2. Air-conditioning
Power and Energy 1. Solar Energy
Manufacturing 2. Product and Manufacturing
Table 3. Scheme of studies in NVEQF (NSQF) sections.
Periods/week
3.2 Advantages SI.
NO. Subject VIII IX X
Students are able to grasp two skills simultane-
ously. They can select any of the trades to pursue 1 NQSF — 5 Hrs. 5 Hrs. & 50 Minutes
for higher studies. If they select trade specializa-
tion, they can choose higher studies in the technical
stream of general education. If they select NSQF the general/technical/vocational stream, with 10%
specialization, they can undertake higher studies seats reserved for THS students in polytechnic col-
in vocational education in a different skill sector. leges. On completion of THS education, students
They can seek employment either in the trade spe- can become skilled workers with ITI qualifications.
cialization as a skilled craftsman or in the NSQF Those who pursue higher studies on the basis of
specialization. They can perform jobs in both spe- THS education show more aptitude and practical
cializations in the industry as and when required. know-how. Students are able to obtain multiple
They can also find self-employment in any of the skills with the introduction of NSQF in THSs, as
specialized fields or by utilizing both skills. it provides multiple pathways for higher education
The competency level is high in both specializa- and employment. Students are largely absorbed in
tions as students practice skills at the most appro- central and state public sector undertakings and
priate young ages (Table 2). also in government establishments such as KSEB,
There are eight periods per day, with a duration Public Works Department, Kerala Water Author-
of 50 minutes each. The total number of periods ity, and BSNL. Students with adequate technical
per week for each class is 40. The working time is training and who have innovative ideas can pur-
9 a.m. to 4.30 p.m. The distribution of periods in sue entrepreneurship mostly in the technical/voca-
the THS for each subject for classes VIII, IX, and tional field. Thus, technical education at young age
X is given in Table 3. makes individuals more competent in further edu-
cation and employment.
3.3 Advantages of THS education
Through THSs, students who are really inter- 4 RESULTS AND CONCLUSIONS
ested are getting an opportunity to pursue their
studies in technical and vocational education. The studies on THS education are based on statis-
Even those who are forced to stop their studies at tics collected from teachers, students, alumni, par-
matriculation are able to obtain a job when they ents, industries, and higher/technical institutions.
reach adulthood. Those completing THS educa- Most of the institutions are not able to admit
tion get equal opportunity for higher studies in even 20% of applicants because of low sanctioned
323
intake and the lack of proper upgrade of facilities. young age will help individuals to conquer heights
However, a few institutions in the fringe areas are by further studies/employment. This also helps
not able to get sufficient students. Industries and youth identify their technical/vocational aptitude
parents expressed satisfaction in the performance and makes them capable of getting involved in the
of students finishing THS education and who reconstruction of the nation by introducing valu-
joined a job. Higher/technical institutions are con- able ideas and skills.
fident that THS students exhibit good competence
in the area of training.
Most of the institutions that implement techni- REFERENCES
cal/vocational education at the high school level
introduce specialized topics as optional or as a Chaube, S.P. History of Indian education.
work experience subject receiving only internal Naik, J.P. & Nurullah, S. (1973). A Student’s History of
assessment marks. Students may or may not show Education in India.
interest in studying these technical/vocational NIEPA (1986). Indicators of educational development:
Report of technical workshop. New Delhi: National
subjects. Institute of Educational Planning and Administration.
However, in the THS education system students State Institute of Technical Teachers.
learn the specialized subject as a core subject that Training and Research (2012). Proposal for revision and
is evaluated in the Board examination like other restructure of the technical high school curriculum
general subjects. incorporating NVEQF specializations.
Kerala, a pioneer in school education in India www.aicte-india.org/vocationaleducation
and with the lowest rate of school dropouts, pro- www.dtekerala.gov.in.
vides equal opportunity for students who have www.sitttrkerala.ac.in.
technical aptitude. Such training obtained at
324
Multimedia learning to increase student achievement in metal corrosion

and coating subject material
Y. Sukrawan, R.A. Hamdani & M. Komaro

Departemen Pendidikan Teknik Mesin, Universitas Pendidikan Indonesia, Bandung, Indonesia
ABSTRACT: Multimedia Animation (MMA) in teaching metal corrosion and plating on the electro-
plating course material remains largely unused. There are many students who do not understand the
electroplating process, despite having attended lectures. This study aims to discover the effect of MMA
on students’ achievement. This study applied a quasi-experimental method on two classes, consisting of a
control class using image media and an experimental class using MMA. Instruments used for measuring
learning are pretest and posttest. So, are the learning results obtained by using MMA better than those
using image media? The results showed that the use of MMA is better than the use of image media. The
average N-gain value for MMA is 0.75, whereas the average N-gain value for image media is 0.26.
1 INTRODUCTION attitude of supporting the materials and learning;

8) building relationships with other students and
In the learning process, learning media is one of instructors; 9) increasing memory of the materials;
the important determinants of the quality of 10) improving understanding; 11) helping develop
learning outcomes. Learning media is needed so creativity; 12) stimulating the flow of ideas; 13)
that teaching materials presented can be under- helping developing deeper learning; 14) provid-
stood by learners. Computer-based learning media ing opportunity for freedom of expression; 15)
developed over time is appropriate for assisting helping collaboration; 16) inspiring and motivat-
the learning process in order to produce optimum ing students; 17) making learning fun; 18) setting
quality learning. Computer-based learning media, the right/comfortable mood; 19) reducing anxiety
with a variety of images, text, sound, and video and tension while studying difficult topics; and 20)
(multimedia), is expected to stimulate learners and making visual images impressive (Berk, 2009).
to improve learning quality. Development of learning tools is currently easy,
The use of CD-ROM interactive multimedia, so the trend of teachers designing and implement-
with a variety of learning activities, is more effec- ing their own homemade animation will continue.
tive than print media, with face-to-face activity, and This development trend is easily combined with a
online learning media (Dikshit et al., 2013). Use of broader understanding of how these tools can help
interactive multimedia has been proved to improve the learning process, so the use of animation and
scientific generic skills and problem-solving skills simulations in the classroom will continue to grow
of prospective vocational teachers (Widodo, 2010). (Falvo, 2008). The use of multimedia in learning
Use of multimedia animation (MMA) has been is very helpful for learning processes (Munir and
shown to improve the reading skills of vocational Zaman, 1998). As a complete media, multimedia
students (Anam and Khumaedi, 2009) and the technology is able to develop the power of imagi-
outcomes of learning on the assembly and instal- nation, creativity, fantasy, and emotions of stu-
lation of the brake system (Harsono and Samsudi, dents in a positive direction. Students’ learning
2009). outcomes after the use of macromedia flash-based
Multimedia in learning is widely used because it multimedia applications for the learning of com-
has many advantages. Twenty learning values that puter network topology increase compared with
can potentially be produced using multimedia or outcomes of students’ learning without the use of
video in the classroom include: 1) drawing students’ macromedia flash-based multimedia applications
attention; 2) focusing students’ concentration; (Bisono, 2013).
3) being interested in learning in the classroom; When a media can explain electroplating in
4) creating a sense of anticipation; 5) providing detail, it is expected that the media can facilitate the
energy for the students for learning practice; 6) students to understand the topic. Learning using
adding to students’ imagination; 7) enhancing the MMA aims to illustrate the actual electroplating
325
conditions, especially in the case of simulation. In were used to describe results quantitatively, so that
this study, the use of multimedia is applied to the conclusions resulting from this research could be
electroplating course to determine changes in stu- drawn. The format for multimedia judgment cre-
dents’ learning achievements. ated by the researcher is intended for assessment by
the experts. Multimedia judgment consists of phys-
ical assessment of media and subject content of
2 METHOD multimedia. Description of the data is as follows.
Data judgment by media experts in this study
The increase of concept mastery can be seen from assessed multimedia design; this assessment was
pretest and posttest results between the experi- rated by the evaluators or expert lecturers of media.
mental class and the control class. Empirical or Judgment by media experts is intended to test the
observed data with a valid criterion are obtained construct validity of animation multimedia design.
through the research. This study uses an experi- Feasibility percentage indicating the feasibility of
mental research method in the form of the quasi- using MMA for teaching corrosion amounted to
experimental design. 61.25%. This means that it is feasible to use this
This quasi-experiment is considered to have the media for learning about metal corrosion and plat-
ability to provide an estimate of information cor- ing on the electroplating course material.
rectly, approaching real experimental analysis in The minimum computer specification to run the
educational research. This is because subjects of MMA is: Windows XP/Vista/7, 1 GHz processor,
the research are humans and the variables affect- 1 GB RAM, 700 MB of free hard disk drive, and a
ing the subjects are difficult to control. resolution of 1024 × 768.
Students of Departemen Pendidikan Teknik A draft discussion of material was prepared that
Mesin, Universitas Pendidikan Indonesia, Band- would be presented in MMA as a tool to help stu-
ung, Indonesia were selected for this study using dents understand the material. Multimedia presen-
the cluster sampling technique. tation of the material in the animation was based
With the existence of a control group, it becomes on the subject of electroplating. Once the subject
much easier to know the extent of differences in matter for this MMA was obtained, it was pre-
concept mastery for students in both the control sented in the form of a storyboard that was used as
group and the experimental group. Table 1 tabu- the initial design of the production of this MMA.
lates the research design. The development stage is the stage to create the
Both classes were given a pretest and a posttest MMA to be used. There are several steps to cre-
with the same questions to discover the effects of ate this MMA, namely, making interfaces, mak-
different treatments applied. If there are significant ing animation, making audio, and testing. This
differences between the experimental group and stage consists of designing the multimedia display
the control group, then the treatment conducted by combining colors, text, animation, and audio
can be considered significantly influential. so that it is easy to understand and it can make
students interested in using MMA in the learning
process. This multimedia development is separate
3 RESULTS from encoding. Encoding was performed for several
things in this animation, including voice storage
Research was conducted on students from the Class and animation creation. Encoding was performed
of 2014 in the Departemen Pendidikan Teknik using action script 2.0. Voice storage is intended
Mesin, Universitas Pendidikan Indonesia, and the to provide voice narration and sound effects that
control and experimental classes had 36 students support MMA, whereas animation creation con-
each. Data were obtained in the form of value data nects and creates animation that moves according
of the results of the pretest and posttest conducted to what would be explained using the multimedia.
on the control and experimental groups. These data The MMA generated is shown in Figures 1–3.
In the testing process, the animation was tested
to identify errors in the multimedia that can be
Table 1. Research design. repaired immediately. In the implementation
phase the students were able to use this MMA in
Class Pretest Treatment Posttest the learning process. To help understand its use in
Experiment O1 XE O3
learning the subject material, MMA was applied to
Control O2 XK O4
the experimental class.
Data of pretest results of the control and experi-
* Information: mental groups were used to determine the homo-
XE = Treatment using animation media; geneity of the sample, because the pretest was
XK = Treatment using image media. used to investigate whether the second sample was
326
80
70
• Control
60 Class
so
40
30
• Experim
20 ent
Class
10
Pretest Posttest
Avg Avg
Figure 4. Comparison of pretest and posttest average

Figure 1. Front display of MMA screen. scores.
• ElektroplatinJ.: pada E/ektroplatml{ pada

II
0.8
0.7
0.6
Tembaga
'"'el
0.5
0.4 • Control Class

Elelttroplatmg pada
Clrrome 0.3 • Experiment Class
0.2
Elektroplatiug pada Elektroplatmg pada 0.1

Emu~
Smg
0
N-Gain Avg
Figure 2. MMA material of electroplating. Figure 5. Comparison of n-gain average scores.
r
The increase in learning outcome using MMA
(experimental class) is found to be high with an
N-gain value of 0.75, whereas the N-gain of the
control class is low at 0.26. Based on the earlier
description, it can be concluded that the average
N-gain of the experimental group is greater than
that of the control group and improves learning
outcomes significantly (Figure 5).
4 CONCLUSIONS
The use of MMA has many advantages because

it is interactive and lets users imagine and visual-
Figure 3. MMA of copper electroplating. ize the subject material. MMA uses narration and
animation to help illustrate the actual simulation
of the electroplating process.
homogeneous whereas the posttest was used to The use of MMA can improve learning out-
determine the value of N-gain. N-gain value indi- comes on metal corrosion and coating on electro-
cates an increase in the student’s ability to solve plating course material, with the average N-gain
problems (Figure 4). value of 0.75.
327
REFERENCES Falvo, D. (2008). Animations and simulations for teach-
ing and learning molecular chemistry. International
Anam, C. & Khumaedi, M. (2009). Pembelajaran Cer- Journal of Technology in Teaching and Learning, 4(1):
amah dengan Media Animasi untuk Meningkatkan 68–77.
Kemampuan Siswa dalam Membaca Gambar Harsono B.S. & Samsudi (2009). Perbedaan Hasil Belajar
Proyeksi (Learning Lecture with Media Animation antara Metoda Ceramah Konvensional dengan Cer-
to Improve Student’s Ability in Reading Projection amah Berbantuan Media Animasi pada Pembelajaran
Image). Jurnal Pendidikan Teknik Mesin, 9(1): 7–13. Kompetensi Perakitan dan Pemasangan Sistem Rem.
Berk, R.A. (2009). Multimedia teaching with video clips: Jurnal Pendidikan Teknik Mesin, 9(2): 71–79.
TV, movies, YouTube, and MTVU in the college class- Hasruddin. 2009. Peran Multi Media Dalam Pembela-
room. International Journal of Technology in Teaching jaran Biologi. Jurnal Tabularasa PPS UNIMED, 2(6):
and Learning, 5(1): 1–21. 149–160.
Bisono, I.C. (2013). Penggunaan Aplikasi Multimedia Munir & Zaman, H.B. (1998). Aplikasi Multimedia
Pembelajaran Topologi Jaringan Komputer Berbasis Dalam Pendidikan. Jurnal BTP. Fakulti Teknologi
Macromedia Flash Untuk Meningkatkan Hasil Belajar dan Sains Maklumat Universiti Kebangsaan Malaysia
Mata Pelajaran Tik Siswa Kelas XI SMA N 1 Godean 1, 1–16.
(Doctoral dissertation, UNY). Widodo, W. (2010). Pengembangan Model Pembelajaran
Dahlqvist, P. & Ramburg, R. (1998). Using animations in “Mikir” pada Perkuliahan Fisika Dasar untuk Men-
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dents. Paper presented at the Second Swedish Sympo- han Masalah Calon Guru SMK Program Keahlian
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Dikshit, J., Garg, S. & Panda, S. (2013). Pedagogic effec- Indonesia University of Education.
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328
Author index
Abduh, A. 145 Harimurti, R. 231 Mulyana, D.P. 85

Abdullah, A.G. 43, 271 Haryanti, R.H. 125 Mulyanti, B. 257
Achdiani, Y. 89, 93 Haryudo, S.I. 301 Mustikawanto, A. 307
Akbara, Z. 221 Hasan, B. 207 Mutasimbillah, M. 257
Al Gifari, M.M. 267 Hasan, S. 277 Mutaufiq, M. 267, 277, 293
Alimuddin, 75 Hasegawa, S. 263
Ana, A. 43, 79, 93 Hassan, R. 33 Nikmawati, E.E. 89
Anifah, L. 301 Hendriyani, Y. 175 Nopiah, Z.M. 59
Anwar, M. 203 Hilmi, M.I. 29 Nurhaeni, I.D.A. 97
Ardian, R. 301 Huda, A. 153 Nurhayata, G. 285
Aryanti, T. 171, 241 Hufad, A. 29 Nurlaela, L. 245
Astiyanti, N. 115 Humsona, R. 125 Nurmasitah, S. 149
Asyari, S. 75 Hurriyati, R. 79, 89
Pakpahan, N.F.D.B. 211
Berman, E.T. 267, 277, 293 Irawati, Y. 245 Pantjawati, A.B. 257
Bukit, M. 37 Ismail, A. 33 Pardjono, 203
Busono, T. 195, 241 Ismail, K. 59 Permana, E. 165
Pramudia, J.R. 29
Cakrawati, D. 227 Jalinus, N. 203 Prihartiningsih, S. 307
Jampel, I.N. 289 Pujihartati, S.H. 121
Dantes, G.R. 285, 289 Juanda, E.A. 257 Purwani, F. 281
Dantes, N. 285 Juniati, H. 171
Danuwijaya, A.A. 271 Rahmadian, R. 199
Darmawan, B. 137 Koesmahendra, H. 69 Rahman, A. 141
Demartoto, A. 81 Komaro, M. 207, 325 Rahmawati, Y. 79
Desnelita, Y. 281 Krisnanto, E. 241 Ramdhon, A. 309
Diamah, A. 217 Kuntadi, I. 37, 93 Rasul, M.S. 59
Diana, P.Z. 103 Kurniawan, Y. 97 Robbani, G.D. 149
Djohar, A. 137, 207 Kustija, J. 191 Rokhmawati, R.I. 23
Dwiyanti, S. 231 Kuswardhana, D. 263 Rosli, D.I. 33
Rosmaladewi, R. 145
Effendi, H. 175 Leong, P.C. 59 Rostika, Y. 79
Rukun, K. 153
Farihah, 169 Mahdiyah, 221 Rusdiana, A. 251
Fauziah, D. 191 Maknun, J. 195, 241
Febriana, R. 185, 221 Mardiana, R. 195 Saddhono, K. 103
Fitriana, E. 115 Martins, J.P. 55 Salleh, K.M. 37
Ma’sum, M. 185 Samani, M. 199
Hadian, A. 137 Megayanti, T. 65, 85, 171 Sanjaya, B. 169
Hamdani, A. 137 Mohamad, M.F. 37 Santosa, B. 3
Hamdani, R.A. 325 Mohamad, M.M. 33 Sari, F.I. 231
Hanafi, I. 185 Muchlas, M. 3 Saripudin, 43
Handayani, M.N. 227 Mukhaiyar, R. 107 Sayuti, M. 17
Handayani, S. 227 Mukhaiyar, 107 Sern, L.C. 37
Harding, D. 115 Mukhidin, 307 Setiawan, A. 37, 49, 207, 277
Hariadi, E. 159 Mulyana, D. 141 Setiawaty, T. 11, 317
329
Shamsudeen, V.A. 321 Suparji, 199 Wicaksono, S.A. 23
Siregar, S. 313 Supartiningsih, 97 Widaningsih, L. 65, 85
Soares, M.L. 47 Supriawan, D. 267 Widiaty, I. 43, 89, 93
Soemanto, R.B. 81 Suputra, P.H. 289 Widodo, A. 49
Soeprijanto, 217 Surasetja, I. 195 Wijaya, K. 297
Soko, I.P. 49 Susanti, I. 65 Wijaya, M. 121
Somantri, M. 271 Sutopo, A. 141 Wiyanto, T. 237
Sondari, M.C. 69 Suwastini, N.K.A. 289
Suarni, N.K. 289 Ximenes, G.S. 47
Suarta, I.M. 179 Tjahjono, G. 11, 317
Subekti, S. 43 Yuliani, S. 125
Sudarma, K. 285 Utari, S. 107 Yunanto, P.W. 217
Sudarmo, 129 Utomo, A.B. 149 Yunos, J.M. 37
Sujatmiko, B. 231
Sukrawan, Y. 165, 325 Wahini, M. 245 Zakaria, D. 271
Sulaiman, N.L. 37 Wibawa, S.C. 231 Zunariyah, S. 81, 309
Sumardi, K. 293 Wibi, A. 207 Zusnita, W.O. 69
330

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REGIONALIZATION AND HARMONIZATION IN TVET

PROCEEDINGS OF THE 4TH UPI INTERNATIONAL CONFERENCE ON TECHNICAL

Regionalization and Harmonization

Maizam Binti Alias

Routledge is an imprint of the Taylor & Francis Group, an informa business

© 2017 Taylor & Francis Group, London, UK

Typeset by V Publishing Solutions Pvt Ltd., Chennai, India

Published by: CRC Press/Balkema

ISBN: 978-1-138-05419-6 (Hbk)

Standardization in regionalization and harmonization

Skill and personal development

Social and cultural issues

Teaching innovations in TVET

Innovations in engineering and education

Author index 329

Ade Gafar Abdullah,

Ade Gafar Abdullah, Universitas Pendidikan Indonesia, Indonesia

Assoc. Prof. Muhammad Sukri Saud

Tutin Aryanti, Ph.D.

Dewi Cakrawati, M.Si.

Integrated competency-based assessment and certification

B. Santosa & M. Muchlas

ABSTRACT: The objective of this research is to find a model of Integrated Competency-Based

1 INTRODUCTION students according to the test of competency stand-

DEVELOPMENT OF COMPETENCE DEVELOPMENT OF CURRICULUM:

LEARNING PRACTICE IN VHS:

Figure 1. ICBA flow chart.

1. :MoUIAgreement school and ittdustry

Competence Based Training

1. Assessment Centre in VHS

Evidence ofCBA in Slci11 passpon

_:__[ 1. Competence assurance to VHS graduate

I ~~- 2. Acknowledgment by Certification of

Basic competencies for electrical power engineering in vocational

G. Tjahjono & T. Setiawaty

1 INTRODUCTION has not seemed to touch on self-development in

Medium-Voltage Networks Pole. Operation of 20 kV network: Operation of Cubicle (Outgoing).

network—G, H, I, J, K, L, M, N; (3) the handling 3.2.2 Duty components

No. Plan Preparation Implementation Reporting Evaluation

Table 3. Frequency of key technical skills in electricity distribution competencies.

Frequency of key competencies

No. Job description 01 02 03 04 05 06 07

1 Planning for the implementation of the 1 – 66 1 – 1 1

K, L, M and N. The third work group consists of 4 CONCLUSION

The Indonesian national competency standards in technical

1 INTRODUCTION of Technical and Vocational Education and Train-

An analysis of determinants and obstacles of vocational high school

R.I. Rokhmawati & S.A. Wicaksono

1 INTRODUCTION that many students admitted to university after

Life-skill education model for empowering elderly people

A. Hufad, J.R. Pramudia & M.I. Hilmi

1 INTRODUCTION pendence (Coombs & Ahmed, 1984) means being

Condition loput Output Outcomes

A<tirity Short term Medium L·ou;g term

Developing national core standard for TVET personnel in the

A. Ismail, R. Hassan, M.M. Mohamad & D.I. Rosli

1 INTRODUCTION achievement and skill in controlling the class. An

Table 1. Demography profile.

Ministry Ministry of Majlis Amanah Rakyat