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Competition in the global era requires graduates from vocational schools to be more skilled in hard and soft skills to adapt to the industrial world. Adaptation of vocational education institutions to the industrial world is vital; thus, they can continuously update the skills of their graduate candidates. Hence, this research aims to describe the implementation of the Center of Excellence curriculum and project-based learning in a vocational high school as a form of school adaptation to the development of the industrial world in the 21st century. This research was included in a qualitative research design adopting a case study. The research respondents consisted of vocational high school residents in Central Java. Data was collected through interview techniques and observations and then analyzed interactively and descriptively. The research results then reported that the school was fully committed to implementing the Center of Excellence curriculum regarding teaching human resources and learning facilities. The project-based learning process also seemed to run optimally. Students could accept it, considering that project-based learning was implemented because it was an adaptive model to accommodate 21st century competencies. However, there is still room for improvement and optimization in order to effectively implement this operational curriculum and enhance students' ability to acquire 21st century skills. [ABSTRACT FROM AUTHOR]

The transition to renewable energy is hindered by the level of acceptance in society. The role of education in schools is crucial, and while numerous studies have been conducted, there is still a lack of exploration into the depth of the materials. This research was carried out to assess the readability level of material on renewable energy from geothermal resources in Vocational High School textbooks. The descriptive quantitative method was used, conducted in 19 Vocational High School with a study program in Technology and Engineering in Surakarta. The sample size was 340 respondents. Data were collected from textbooks and questionnaire results. The Gunning Fog Index scores indicated the material had low readability level with scores of 20, 18, and 21 for texts 1, 2, and 3. Text 1 is taken from book titled 'Energy Conversion Machines', Text 2 from 'Sustainable Energy Saving through Building', and Text 3 from 'Basic Knowledge of Mechanical Engineering. Additionally, the responses of readers indicated that more than 50% of respondents could easily comprehend the content in texts 2 and 3. Resulting, for text 1, over 50% of respondents reported understanding the content with some difficulty. These three books are also commonly used, making this research a valuable recommendation for stakeholders in curriculum design and educational planning. [ABSTRACT FROM AUTHOR]

Students need to have a good understanding of occupational health and safety to avoid accidents during practical activities and in the workplace. To help with this, digital technology can be used to create learning materials and media that aid in achieving learning objectives. This study aimed to develop a mobile application that could be used as a learning resource during practical activities in workshops. The research was carried out at the Department of Construction and Housing Engineering in a Vocational High School in Surakarta, using the Alessi & Trollip research method. The development process consisted of three stages: Planning, Designing, and Development. The study employed various techniques, such as questionnaires, interviews, observation, and documentation, to collect research data. The study used interactive models to analyze qualitative data and descriptive statistics to analyze quantitative data. As a result, the learning resource created has a material suitability level of 90% and media suitability of 100%. User testing has shown positive results, with individual test scores averaging 90% and class test scores averaging 90.35%, which is rated as "very good." This study aims to provide an appropriate learning resource that addresses the identified problems. [ABSTRACT FROM AUTHOR]

Vocational high schools in Indonesia face challenges in producing graduates who meet the needs of the job market. The link and match policy along with the Job Matching system are proposed to enhance curriculum relevance to the workforce. The intelligent job matching model, which integrates machine learning technology, is expected to provide job recommendations aligned with graduates' competencies. Data analysis techniques used include qualitative and quantitative statistical analysis, encompassing Validity Analysis, Practicality Analysis, and Effectiveness Analysis. The intelligent job matching model has proven effective in assisting in matching vocational high school students' competencies with workforce demands in the industry. In the 2023 job fair, the success ratio of students invited for interviews until the employment process reached 53.13%, exceeding the Ministry of education and culture's target of 40%. This indicates that the model can provide job recommendations accurately enough, aiding in improving the direct employment rate of vocational high school students. Research indicates that the intelligent job matching model is effective in facilitating students' transition to the workforce. The model has been tested for validity, practicality, and effectiveness in enhancing students' employability and strengthening the relationship between education and industry. [ABSTRACT FROM AUTHOR]

This research addresses the significant issue of unemployment among vocational school graduates in Indonesia and the low level of entrepreneurship among them. While previous studies have predominantly focused on the entrepreneurial intentions of high school and university student samples, there is there needs to be more understanding of the entrepreneurial intentions of vocational school graduates. Bridging the gap, this study explores the determinants of entrepreneurial intentions among vocational school graduates, particularly examining the roles of entrepreneurial knowledge and attitude toward entrepreneurship. Additionally, this research explores attitude toward entrepreneurship as a mediating variable. The study employs a survey method with data from 305 vocational school graduates in Indonesia as participants. D ta analysis uses partial least squares structural equation modelling (PLSSEM) with SmartPLS 4.0 software. The findings indicate that entrepreneurial Knowledge has a significant positive relationship with attitude toward entrepreneurship and entrepreneurial intention. Furthermore, this research finds that attitude toward entrepreneurship exhibits a complementary partial mediation effect between entrepreneurial Knowledge and entrepreneurial intention. The study also suggests that interest in entrepreneurship and professional experience can enhance the entrepreneurial intentions of vocational high school graduates. These insights offer valuable guidance for policymakers and educators in designing strategies to promote entrepreneurship among vocational school graduates, ultimately addressing unemployment challenges in Indonesia. [ABSTRACT FROM AUTHOR]

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This study examines the impact of service quality and endorser credibility on the purchase decisions of prospective students at SMK Jaya Buana, a vocational high school in Tangerang Regency, with brand image as a mediating factor. The research employs a comprehensive design that includes validity, reliability, and hypothesis testing, using structural equation modeling (SEM) to analyze the data. The findings reveal that both service quality and endorser credibility significantly influence purchase decisions, with service quality identified as the most critical contributor. Furthermore, the study demonstrates that brand image plays a vital role in enhancing the effect of these variables on purchase decisions, acting as a powerful mediator. The results suggest that improving service quality and leveraging credible endorsers can significantly boost a school's brand image, thereby increasing student enrollment. This research underscores the importance of strategic management in educational institutions to attract more students by focusing on service excellence, credible endorsements, and a strong brand image. [ABSTRACT FROM AUTHOR]

An ironic situation has emerged where vocational school graduates, who are trained to be work-ready, have the highest unemployment rates. This study investigates the role of the community and students’ parents in promoting entrepreneurial careers among vocational school students in Malang, Indonesia. Using a qualitative approach, the research was conducted at three vocational high schools through in-depth interviews, observations, and documentation. Data reliability was ensured through credibility measures such as triangulation, verifying sources, and enhancing reference materials’ consistency and sufficiency. A multi-case design with constant comparative analysis was employed. The findings reveal several key roles of parents and communities in fostering entrepreneurship, namely: i) Entrepreneurship is taught theoretically and practically through business incubation, the Creative Entrepreneurship Program, and managing school business units; ii) Parents support entrepreneurship by purchasing students’ products, stocking the school canteen, collaborating in product sales, and participating in brainstorming sessions; iii) Schools partner with local micro, small and medium enterprises (MSMEs) and national and international companies to train students; and iv) The community and parents assist in marketing students’ products, and some businesses related to the school’s program serve as practice venues for students. This study contributes theoretically as a reference on the role of parents and the community in encouraging entrepreneurship in vocational schools. Practically, it serves as a guide for school administrators to involve parents and the community in school entrepreneurial activities. [ABSTRACT FROM AUTHOR]

This article applies a governmentality perspective to approach education for sustainability. First, we outline governmentality through a Foucauldian lens and consider the emergence of environmentality in Italian education. Next, we analyse education for sustainability teaching and learning dynamics. Focusing on a pedagogic intervention carried out in a hotel-management vocational high school, we explore how school programming, classroom interactions, teachers, and environmental experts conceptualise food sustainability, influencing the pupils' view. Precisely, by analysing the ‘From farm to fork' programme – the empirical case study we have investigated – three pedagogic processes are detected: ‘framing', ‘politicising', and ‘normalising'. Our argument is that they work in tandem to problematise the socio-ecological implications of eating consumption choices and to guide students towards the neoliberal solution of sustainability. Implications of this research discuss how neoliberalism influences pedagogic activities, especially as it relates to establishing environmentally responsible action and shaping the ethics of the sustainable citizen. [ABSTRACT FROM AUTHOR]

The project of teaching philosophy in the professional baccalaureate, has brought out of recent ministerial directives introducing optional philosophy workshops aimed at meeting 'the adolescent's needs'. But if half of the pupils who drop out of the education system come from professional high schools with an over-representation of teenagers from priority neighborhoods in the city, what needs are we talking about? Speak? Are adults able to engage with those who drop out? Our contribution aims to question adolescent vulnerabilities within so-called sensitive high schools located in QPV by the entry of the dropout population, we propose the results of an experiment based on the analysis of resignation letters written by adolescents to illustrate, by the language used, the adolescent questions and mobilizations, while situating the themes that are relevant during the philosophical dialogues. [ABSTRACT FROM AUTHOR]

The purpose of this study is to describe and explain the ability to write explanatory texts of vocational school students, the implementation of the project-based learning (PjBL) model in improving the ability to write explanatory texts, and the strengths and weaknesses faced by teachers and students in implementing the project-based learning model. This research is crucial for enhancing the quality of writing instruction in vocational high schools. The research approach uses a qualitative descriptive approach. The subjects of this research were vocational high school students in Madiun. Data collection techniques were carried out through documentation, passive role observation, and) in-depth interviews. Data analysis was done using an interactive analysis model, carried out through 3 activity flows: data reduction, data presentation, and conclusion. This study revealed various problems in learning to write explanatory texts in vocational high schools. The results of the research show that: (1) students' ability to write explanatory texts is not by the structure of explanatory texts; (2) the direct impact of implementing the PjBL model is increasing students' ability to write explanatory texts; (3) the advantage of this model is that it provides experience for students that emphasizes practice in completing assignments and projects according to real-world conditions, while the disadvantages are that it requires the skills and activity of teachers and students, and quite time consuming especially in completing the project.

Research on student silence in English as a Foreign Language (EFL) classrooms has become increasingly important in language learning environments worldwide. This study investigates the factors contributing to student silence in EFL classes at a vocational high school in Indonesia. The research focused on students in an 11th-grade class, adopting a qualitative approach to explore the experiences of silent students. The study was conducted in two stages: observation and interviews. In the initial observation phase, the researcher examined classroom conditions during EFL lessons to identify students who frequently remained silent. Following this, an interview phase was conducted with six students who often displayed silent behavior. Pre-prepared questions were used to gather insights into their perspectives on class participation and the challenges they faced in engaging actively. The findings revealed several factors that contribute to student silence in EFL classes, including anxiety, limited language proficiency, low self-confidence, lack of motivation, and introverted personality traits. Additionally, students reported experiencing difficulties related to understanding the material, maintaining focus, and speaking in class. The study also identified common activities among silent students, such as engaging in side conversations, doodling, using mobile phones, listening to the teacher, reading textbooks, and taking notes. In conclusion, this study provides valuable insights into the phenomenon of student silence in EFL classrooms, highlighting several factors that may hinder student participation. These findings could inform strategies for improving the quality of teaching and learning in EFL settings, with a particular focus on supporting silent students.

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.

Dynamic curriculum changes challenge Indonesia's Vocational High School or Sekolah Menengah Kejuruan (SMK) education. Curriculum changes in vocational schools also impact improving the learning process that must be implemented in the subject areas of expertise. One of the skill competencies that requires the ability to type as a skill that students must master is Office Administration, which is currently known as Office Management and Business Services. This research aims to analyze the impact of the transformation of the Office Administration Vocational School curriculum on typing learning. This research was conducted by applying a mixed-method research design. Qualitative data in this research was collected from a literature study of documents related to curriculum changes and previous research articles. Quantitative data was obtained from vocational school students using a questionnaire. The object of this research is typing learning, which is affected by curriculum changes. The results showed that curriculum development starting from KTSP, 2013 Curriculum, and Merdeka Curriculum had an impact on reducing the allocation of learning time for fast typing exercises, changing the name of competencies, and adjusting learning materials. Abstrak Pendidikan Sekolah Menengah Kejuruan (SMK) di Indonesia saat ini dihadapkan pada tantangan perubahan kurikulum yang dinamis. Perubahan atau transformasi kurikulum di SMK juga berdampak pada perbaikan proses pembelajaran yang harus dilaksanakan dan juga berdampak pada perubahan bidang keahlian. Salah satu kompetensi keterampilan yang memerlukan kemampuan mengetik sebagai keterampilan yang harus dikuasai siswa adalah Administrasi Perkantoran yang saat ini dikenal dengan sebutan Manajemen Perkantoran dan Pelayanan Bisnis. Penelitian ini bertujuan untuk menganalisis dampak transformasi kurikulum SMK Administrasi Perkantoran terhadap pembelajaran mengetik. Penelitian ini dilakukan dengan menerapkan desain penelitian metode campuran. Data kualitatif dalam penelitian ini dikumpulkan melalui studi literatur dokumen-dokumen yang berkaitan dengan perubahan kurikulum dan artikel penelitian sebelumnya. Data kuantitatif diperoleh dari siswa SMK dengan menggunakan kuesioner. Objek penelitian ini adalah pembelajaran mengetik yang terkena dampak perubahan kurikulum. Hasil penelitian menunjukkan bahwa pengembangan kurikulum mulai dari KTSP, Kurikulum 2013 dan Kurikulum Merdeka berdampak pada berkurangnya alokasi waktu pembelajaran untuk latihan mengetik cepat, perubahan nama kompetensi serta terdapat peyesuaian materi pembelajaran. Kata Kunci: pembelajaran mengetik dengan sepuluh jari; pengembangan kurikulum; sekolah menengah kejuruan

The problem in this study is that many students in the electrical power installation engineering (EPIE) class have not mastered the skills of electric motor control (EMC). This is because the teacher still uses traditional methods in the learning process. Namely, the teacher actively explains the material according to practical experience rather than referring to EMC learning objectives. This study aims to apply a variable speed drive (VSD) jobsheet based on project-based learning (PjBL) in the EMC learning process and measure the effectiveness of the jobsheet applied. The research method used was a pre-experiment with an intact group comparison research design. The research subjects were taken from 11th-grade students of vocational schools majoring in electrical power installation engineering and were assessed using a questionnaire instrument to evaluate students' EMC performance. Data analysis techniques used were independent t-test and effect size test. Based on the independent t-test analysis results, the t-value is larger than the t-table (t = 4.936 > 1.99962), and the significance value is 0.000, which shows a significant difference in skills between the experimental and control classes. Based on the effect size analysis, the value is 1.243, which means the jobsheet can improve students' EMC skills in the large category. Based on these two results, it is known that the PjBL-based VSD jobsheet is effective in the EMC learning process. Thus, it is expected that EPIE vocational high schools can use the PjBL-based VSD Jobsheet in the EMC learning process.

Success represents a general human value attribute that acquires meanings and forms depending on the field of knowledge to which we refer. In formative-educational activities, it takes the form of school success. The complexity of this concept is widely described in specialized literature, but our current interests are centered on the segment of vocational schools, sports profile, following the period of adolescence. "What meanings does school success have for student-athletes, teenagers?", is the question by which we try to outline the nuances of school success, particularly for this category of students. We start from the premise that the level of students' commitment, and their involvement in school activities largely determines success. Based on this commitment, the targeted students, from the vocational schools with a sports profile, enroll on the path of achieving school success in terms of completing their high school studies, obtaining the final exam diploma, and passing the professional skills certification exam.

The aim of this study is to address the organizational identification of vocational and culture course teachers working in vocational high schools and to determine the degree to which they fit with organizational identification models. The research was designed in phenomenology design. The research group consisted of 6 culture course and 6 vocational course teachers working in a public vocational high school in Giresun Province. The participants were selected from the school where the researcher worked on the basis of volunteerism by using the convenience sampling method. In this study, two separate focus group interviews were conducted to determine teachers' views on organizational identification, and the collected data were analyzed in the MAXQDA data analysis program, and the results were interpreted. As a result, it was determined that all teachers were identified with their schools in general, but vocational course teachers were more likely to identify with the institution for which they worked than were culture course teachers. While it was common among the cultural course teachers that they could object to assigned tasks, if necessary, all the vocational course teachers indicated that they could participate in assigned tasks voluntarily and showed that they identified more with their organizations. [ABSTRACT FROM AUTHOR]

Unemployment is still a national priority that needs to be addressed. In 2022, vocational high schools in Indonesia had the highest open unemployment rate. The highest open unemployment rate is a result of vocational high school students’ insufficient work readiness. Therefore, this research aims to develop a learning and training within industry (LTWI) model, and to evaluate the model’s efficacy in increasing vocational high school students’ work readiness. The research employed a research and development (R&D) design by Richey and Klein with the phases of needs analysis, internal validation, and external validation. There were 12 teachers and 89 students from the automotive engineering department at Muhammadiyah 1 Pakem Vocational High School and 1 Puring Vocational High School, as well as six instructors from the automotive industry: GAS Auto Service, Automotive Jogjakarta Center (OJC), Bengkel Barokah, and RND Auto Service, participated in the research. Data collection strategies adopted were interviews, questionnaires, and performance tests. The data were descriptively evaluated, and the conclusions were drawn using a categorization formula. With an average score of 3.43, the LTWI model can be used to learn very well. With an average final score of 3.32, the efficacy of the LTWI learning model falls into the category of “very good”. The LTWI model can be applied effectively to learning in vocational high schools since it has a positive influence on students’ work readiness. [ABSTRACT FROM AUTHOR]

The ability of teachers to create ICT-based learning media is low, despite ICT's potential to address shortages in practical equipment and facilities. This research aims to analyze vocational high school teachers' competency in utilizing ICTbased learning media and identify obstacles they face. Using a descriptive qualitative method, the study involves productive teachers, school principals, and heads of administration. It focuses on teachers with expertise in broadcasting, film, animation, and machining techniques. The research steps include problem identification, limitation, focus determination, data collection, analysis, and reporting. Findings reveal that the average competency of productive teachers in three vocational schools is good: 35.29% are at a basic level, 47.06% at intermediate, and 17.65% at advanced. Teachers learn to create ICT-based media through lectures (10 teachers), courses (6), workshops (14), training (10), and independently (3), with workshops being the most common. In practical learning, 100% of teachers use PowerPoint, 64.71% use animation, 23.53% use Moodle, and 5.88% each use Debian, Nginx, and PHP. Barriers include lack of facilities (17.65%), ICT mastery (17.65%), time (31.18%), and other reasons (23.53%). [ABSTRACT FROM AUTHOR]

This study aims to elucidate how—and the underlying significance of their doing so—Korean vocational high school students decide to pursue university education rather than entering the workforce. Drawing on autoethnographic journals, the research employs a combination of Chang's descriptive-realistic, confessional-emotive, and analytical-interpretive writing methods to convey personal experiences, including the background of students and their motivations for opting for university. As an autoethnographer, I have encountered the societal perceptions of Korean vocational high schools, issues with school curricula, and misunderstandings surrounding employment. Over time, I chronicled the documented process of choosing university education, and this has been facilitated by conversations with the homeroom teacher; I have endeavored to elucidate the sociocultural implications of each student's experience through interpretive methods. This study's findings are anticipated to enhance the understanding of the fundamentals of career education in the realm of secondary vocational education and to offer a valuable reference for vocational high school educators on how to guide their students effectively. Furthermore, it should provide educational perspectives and fresh insights for vocational educators and researchers worldwide, thereby facilitating enhancements in career education policies and systems for vocational students. [ABSTRACT FROM AUTHOR]

This study analyzes the condition of industrial workshops related to Occupational Safety and Health (K3) equipment and workshop regulations according to supervisors' and industrial instructors' views. The availability of K3 equipment and workshop rule standards are considered important due to the development of students' industrial cultural character toward fostering job readiness. The results show the K3 culture in the Prakerin industry tends to be positive. It is found the necessity to focus on commitment and management style as the key to improving safety culture. Although K3 document is considered sufficient, workers' and students' response vary in K3 culture of Prakerin. This indicates the need for improving understanding of safety in Prakerin. Based on the F-test, the availability of documents and worker culture simultaneously affect the student's K3 culture. Although the t-test shows that work safety documents have no significant effect, worker safety culture has a very significant influence on student work safety culture. It concludes that the adoption of K3 culture by workers in industry influenced the K3 culture of Prakerin students. This study recommends to exploring influence of industrial environment on student character by evaluating various industry, for understanding student' character building and job readiness of vocational graduates. [ABSTRACT FROM AUTHOR]

Implementing online learning has led to several issues, especially those related on assessments tomeasure students' learning achievement. This study aimed to obtain accurate information on learning assessments for vocational high school (VHS) students during online learning, including assessment for learning (AfL), assessment as learning (AaL), and assessment of learning (AoL). It also investigated students' perceptions of the assessments based on their grades. This quantitative research employed the survey method, collecting data through questionnaires. The population of this research is VHS students in Indonesia, totaling 86,885 students. The participants of this study were 487 VHS students. The data were analyzed using descriptive and ANOVA techniques. The results show that most VHS students positively perceive the assessment of learning achievements in online learning for AfL, AaL, and AoL aspects. Moreover, there is a significant difference in students' perceptions of the assessment in online learning based on grades. The perception of class XII students is the highest (average value = 3.90) of all classes, while the other classes have an average value of 3.38 for class XI, and the average value of class X is 3.81. [ABSTRACT FROM AUTHOR]

This study measures and compares the digital literacy index between general and vocational high school students. The aim is to determine each student's ability to understand and implement literacy skills in the digital space. The notes from the findings of this study are then related to the proper implementation of the learning process between the two groups of education levels. This study uses quantitative methods, with the research design as a survey. The population of this research is general and vocational high school students in Medan, Indonesia using a margin of error of 5%. The sampling technique in this study used the quota sampling method proportionally to 400 respondents, with 220 respondents coming from general high school education level and 180 respondents from vocational education level. The results of this study indicate that vocational high school students have a higher digital literacy index than general high school students. [ABSTRACT FROM AUTHOR]

Vocational High Schools (SMK) are designed to prepare students to enter the world of work or business with a focus on specific skills. The Skills Competency Test (UKK) is an effort by the government to ensure the quality of education in SMK. SMK Karya Nasional Sindangwangi organises UKK Mandiri using standardised instruments from the government and involving workplace partners. Currently, the selection of workforce partners in this school still needs to be done conventionally, making it challenging to determine relevant partners. This research aims to build a Decision Support System (DSS) to determine the optimal workplace partners for implementing UKK at SMK using the Multi-Objective Optimization based on Ratio Analysis (MOORA) method. This method calculates the final value converted into a matrix to obtain a value index (Yi) used for partner ranking. The alternative with the highest value from the benefit and cost criteria calculation is considered the best. The results showed PT Telkom Indonesia (Persero) as the best partner with a weight value of 0.3235, followed by PT Len Industri (Persero) with a value of 0.2656, PT Akur Pratama (Yogya Group) 0.2240, PT Arta Flash Sintesa Nusantara 0.1844, PT Seong Sin Tech 0.1553, and PT Indosat Ooredoo Tbk 0.1365. This research provides recommendations for optimal workforce partners for vocational schools.

Numerous scholarly investigations have been conducted on students' perceptions of integrating information and communication technology (ICT) in English language teaching (ELT). However, existing research lacks specific exploration of students' perceptions regarding web-based and non-web-based ICT in vocational high schools across perspectives of understanding, ease of learning, and learning challenges. Therefore, this study aims to investigate students' perceptions of ICT integration in ELT, specifically examining web-based and non-web-based ICT across perspectives of understanding, ease of learning, and learning challenges. The research method used was a case study. The research involved six students of the two departments (Engineering and Management) at a vocational high school in Malang, Indonesia, as the participants. Data were collected through interviews and analyzed thematically. Results indicate that, based on perspectives of understanding and ease of learning, students exhibit positive attitudes towards integrating ICT, particularly web-based tools like Canva, Quizizz, and Wordwall, alongside non-web-based tools such as LCD and tablet, citing enhanced learning processes. Conversely, in the perspective of learning challenges, challenges like poor internet connectivity for web-based ICT and operational issues for non-web-based tools persist. This study emphasizes the importance of a balanced approach to ICT integration to meet diverse learning needs.

In the world of education, there are many methods that can be used in the learning process. In the 21st century, the project based learning method is often used because it is in accordance with the current curriculum. This research aims to describe EFL students' perspectives toward project-based learning in vocational high school. Researchers used a mixed method by collecting data using a questionnaire and semi-structured interviews. The subjects of this research were 59 students of SMK PGRI 3 Malang from the animation and design, communication and visual department. The research results revealed that more than 71% of students gave positive responses to this method which was considered effective for increasing understanding, activeness, motivation and speaking ability in vocational high school English classes. Students feel they can increase understanding by discussing with friends when working on projects. Apart from that, during discussions students feel more active in exchanging knowledge with each other in the group. Students also feel that project-based learning makes work easier and more fun because they are done together. In addition, students feel that their speaking skills have improved after making several presentations, and they are more confident in speaking in front of the class. Therefore, project-based learning is considered to be an appropriate method for learning English in vocational high schools. This research is expected to provide new knowledge for readers regarding EFL students' perspectives toward project-based learning in vocational high school. This is so that the implementation of project-based learning in the future can be more optimal than before.

This research is undermined by the need to understand the impact of Game-Based Learning (GBL) models on the motor development of 12th grade RPL Vocational High School in Surakarta. There is an analysis of the gaps associated with the application of GBL in the context of vocational education. The problem formula of this study covers the extent to which the game-based learning model contributes positively to the motor development of 12th grade students. The research method applied is qualitative, with qualitatively descriptive techniques involving the investigation of the motor development of the learners in the application of Game-Based Learning. Data collection on this research uses observation and interview. The participants in this study were 12th grade RPL A pupils and one of RPL Vocational High School teacher in Surakarta. There are four games that are followed by the pupils: Crossword, Matching Pictures, Guess Letters, and Snake Stairs, which discuss Mobile Device Web Programming subjects related to Android Studio and Flutter materials. Research findings suggest that applying the GBL model to the motor development of 12th grade pupils can improve typing skills, training rigor, agility, and caution. The application of this model is very good because it invites students to learn while playing, which makes them feel happy because so much knowledge is acquired. In addition, the majority of Vocational High School students orientation after graduation is working, so they are more likely to do practice than theory. It can be concluded that the GBL model contributes positively to the motor development of 12th grade RPL Vocational High School students in Surakarta.

This study delves into the effects of the SISPEL (Sistem Pelanggaran) application on character development among students in vocational high schools. Specifically, it focuses on 23 students from the Vocational High School Khusus Angkatan Laut - 1 Surabaya, who have been identified for violating school rules. By exclusively employing the SISPEL application, the research intricately examines its role in shaping character traits within the context of vocational education. Through a meticulous questionnaire-based survey, the study endeavors to highlight the application's influence on ethical values, moral principles, and the cultivation of character-building skills. The primary goal is to unveil the multi-dimensional impact it has on fostering holistic student development. The findings of this exploration not only enrich the current comprehension of character development within this specific educational framework but also offer insights into the potential of technology-driven tools like SISPEL to cultivate well-rounded individuals. This research contributes to the broader discourse on character education and underscores the significance of innovative approaches in molding the ethical and moral foundation of students.

Vocational High School (VHS) students carry out a significant number of project activities as outputs of learning science projects, necessitating the use of large quantities of materials. In addition, the sustainability of the project products has not been thoroughly considered, as the focus often stops at the title of the work. This article aims to analyze the application of SDGs (Sustainable Development Goals) values in learning science projects in VHS to build a sustainable lifestyle. The study utilized a quantitative descriptive approach, examining the results of questionnaires filled out by respondents who are vocational teachers in Central Java. The results showed that, on average, each school had not applied SDGs values in learning science projects. Some carry out the principles of SDGs such as orienting to economic or environmental aspects, but they do not fully understand the essence of these values. These indicators are integral to the SDGs, and their application has not been optimal. In addition, in the application of science project learning, the determination of project themes and materials is still oriented towards product creation. Therefore, students have not been encouraged to align their thoughts with building a sustainable lifestyle. Thus, there needs to be an effective learning strategy to integrate SDGs values in learning science projects in VHS so that projects are oriented towards product production alone and pay attention to sustainability values. [ABSTRACT FROM AUTHOR]

Applied arts and artistic cultures are taught in vocational high schools, in France, with the aim of developing civic and social skills in students, which are cross‐cutting or generic. To achieve this, this design education revolves around the creation and conception of artefacts. This article explores epistemological issues relating to the role and nature of design education in vocational high schools. Following Kuhn, it proposes a disciplinary matrix of the subject, characterized by objects, knowledge (declarative and procedural) and a set of tasks. These different components make it possible to present a curricular analysis grid of design education in vocational high schools over the past 30 years. This reveals a curriculum development correlated to the evolution of design as an involved social practice. Additionally, the integration of Mitcham's technological manifestations framework enriches this analysis, offering a more comprehensive perspective on the role of technology in design education. This approach indeed clarifies what needs to be taught, fosters the evolution of teaching methods and incorporates new elements such as sustainable development, the environment, collaboration and information technologies. These adjustments reflect changes in professional practices and contribute to civic education in the context of sustainability and ethical challenges. This article makes a significant contribution to debates on the epistemological basis for design education, in France and beyond. [ABSTRACT FROM AUTHOR]

This research aims to create the 8+i link and match model as an embodiment of a healthy learning ecosystem between schools and the worlds of business and industry. The research technique is a mix of quantitative and qualitative research methodologies. The qualitative technique develops a basic list of success characteristics using meta-ethnography, whereas the quantitative approach defines the link between the variables under examination by establishing or building many latent variables that explain the relationship between variables using Aiken's formula and SPSS version 26. The study's findings demonstrate the success of the 8+i link and match model between Muhammadiyah 1 Ciputat vocational high school/Sekolah Menengah Kejuruan (SMK) Muhammadiyah 1 Ciputat and industry in generating efficiency and mutual benefits for both parties, not just ordinary collaboration, but intense collaboration from the curriculum development, learning, and industrial work practices designed collaboratively. The Implication of the 8+i link and match model if correctly implemented is that the industry will profit because the training expenses is reduced, and vocational high schools will benefit because their graduates is absorbed by the industry. Recommendations for the vocational high school curriculum must include schools, and industry, also Teaching personnel must include practitioners from industry as well as instructors from schools. [ABSTRACT FROM AUTHOR]

The vocational high school principal is a determining factor for the progress or failure of a school. Therefore, the principal's performance evaluation must be optimal. This study explores the government direction on this performance evaluation in two neighboring countries: Indonesia and Malaysia. The research method uses a qualitative approach, by interviewing both school supervisors and principals, and analyzing documents. The steps are 1) collection of resources through multi techniques; 2) reducing data with the aim of simplifying and categorizing data; 3) presenting data in the form of qualitative descriptions; 4) drawing conclusions and 5) compiling research reports and formulate comparative research findings. For Indonesia, once a year, the School Supervisor and a team from the Education Office in Indonesia are responsible for carrying out the review of the performance of the principals of vocational schools. The current evaluation of the principal of a vocational high school in Malaysia is a component of the overall review of the school's performance. Standard of Educational Quality in Malaysia is the name given to this evaluation, and it has been in effect since 2017. Standard 1 Kepemimpin is the most important benchmark to consider in relation to principal performance (Leadership). The performance evaluation in Indonesia seems still separated from school performance evaluation or accreditation. Although each evaluation scheme has its own format and purposes, the implementation could be made in such a concurrent time. Meanwhile in Malaysia, the principal performance is likely one of the evaluated aspects in the school performance evaluation (SKPM), especially Standard 1 Kepemimpinan (leadership) and Standard 2 Pengurusan Organisasi (organization management). [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic, caused by the massive Coronavirus, is a disease outbreak that has hit almost the entire world. The education sector is one of the areas that have been affected by the Covid-19 pandemic. First level of education that experienced difficulties during the transition to the Covid-19 pandemic was a secondary school at Vocational High School. Changes in the planning system and learning process require students to adapt to these conditions. Therefore, this study aims to explain the planning and learning process of retail education to students, especially the class during the transition period of the Covid-19 pandemic at State Vocational High School 1 Boyolangu Tulungagung. The method in this research is qualitative with a descriptive approach. The subject of this research were teachers and students in retail education class at State Vocational High School 1 Boyolangu Tulungagung. Observation and in-depth interviews were the data collection methods applied to research subjects. The results showed that there were modifications in the learning process and the discovery of obstacles in the planning and learning process during the Covid-19 pandemic transition period. Detailed research results are prepared by compiling interview guidelines that focus on reviewing the planning and learning processes of the research object. [ABSTRACT FROM AUTHOR]

The concept of sustainable development is defined as a form of development that aims to meet the needs of the present without compromising the needs of future generations. The increasing importance of sustainable development is beginning to show itself in the education curriculum. One of the most important goals pointed out by UNESCO, it is important that school administrators, who are the most important actors of education, have educational knowledge, skills and attitudes for sustainable development. In this research, it is aimed to evaluate the opinions of school administrators in vocational high schools on sustainable development goals and to determine the deficiencies in this subject and to contribute in this direction by collecting the necessary data for taking the right steps. Qualitative research methods were applied in the research, and 15 school administrators working in Northern Cyprus vocational high schools participated in the research. The semi-structured interview form prepared by the researcher was used for data collection. The data obtained in the research were analyzed with the content analysis method. As a result of the research, it is seen that school administrators have knowledge about sustainable development. Among the opinions of school administrators who put forward their views on the 17th article of sustainable development, providing equal rights to the society, providing economic contributions, providing access to clean water and energy, recycling, ensuring the sustainability of agricultural development, and cooperation with stakeholders come to the fore. [ABSTRACT FROM AUTHOR]

This study aims to determine the influence of teacher professional attitude, teacher welfare, teacher continuous self-development, and teacher job satisfaction on the performance of vocational high school teachers. This quantitative research used a correlational type. The sample of this research encompassed 155 vocational high school teachers, especially business and management teachers in Surakarta Residency, Central Java, Indonesia. The data were collected using a questionnaire which was tested for validity and reliability before being used. This research employed the Structural Equation Modelling analysis technique operated by Linear Structural Relationship. This study found that the teacher's professional attitude affected teacher welfare (t-count 5.27), but did not affect teacher continuous selfdevelopment (t-count 1.14), teacher job satisfaction (t-count -0.29), and teacher performance (t-count 0.55). Teacher welfare was confirmed to affect teacher continuous self-development (t-count of 2.94) and job satisfaction (t-count of 2.38), but not influence teacher performance (t-count -0.59). However, teacher continuous self-development was proven not to impact teacher job satisfaction (tcount value of 0.21) but impacted teacher performance (t-count value of 2.40). Meanwhile, job satisfaction had no impact on teacher performance (the t-count value of 1.53). The findings of this study can be used by policymakers to pay attention to improving teacher performance to the maximum and further researchers can examine other factors affecting teacher performance. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to 1) Describe the digital literacy understanding of vocational high school students in the Construction and Property Engineering program. 2) Analyze students' understanding of technological disruption in the field of construction. 3) Analyze students' readiness to face technological disruptions in the construction field. The research was conducted at a vocational high school that offers the Construction and Property Engineering program in South Sulawesi province. The study took place from March to June 2023. The population of the research consisted of all students in grade X, totaling 1125 students. The sample size was determined using the Slovin formula with a 0.05 level of error, resulting in a sample of 318 respondents. All items are valid and reliable based on the validity and reliability test with a value greater than 0.361. The research findings indicate that the digital literacy understanding of vocational high school students in the Construction and Property Engineering program regarding their readiness to face the labor workforce disruption in the construction field is mostly categorized as very good with a percentage of 80%. Furthermore, students' understanding of technological disruption in the construction field and their readiness to face the labor workforce disruption in the construction field is dominantly categorized as very good with a percentage of 63%. Student readiness is dominantly in the Able category, but there are still 18% who are in the Need to optimize category in facing technological disruption in the construction sector.