Quality Learning Analysis of Soft Skills Aspect Gaps Between The Demands of The Manufacturing Industry That Has Been Developed In Vocational Scho
7. Discussion
The Influence of Teacer Professionalism towards Quality Learning. These results indicate that the professionalism of teachers have a significant effect on the quality of learning, with a structural coefficient of 0.44. It shows that education in POLBAN more academic- oriented. Moodie 2008: 26-30 states that the academic education and vocational education can be distinguished between knowing and doing, theory and practice and between reason and experience. Engeström in Moodie 2008: 38 distinguish between vocational education and academic education based on education level. Engeström suggests a hierarchy of study consisting of three sequences, namely the first order of learning conditioning, imitation and route learning; second order of learning trial and error or learning by doing and problem solving or investigative learning, and a third order of learning questioning and transforming the context or community of practice. These sequences are also considered as level of education, where vocational education is at the first level and second level, while the college is located on the second level and third level. Several other authors according to the Moodies, differentiate vocational education with academic education by ways of learning. Vocational education has historically been identified with the interns in the workplace, where the methods of teaching and learning is done by observation, imitation and correction of personal, rather than by the application of general propositions in the classroom and through textbooks. Another feature of vocational education as set forth in ISCED 97 UNESCO 1997: paras 57- 9 that vocational education or technical education emphasis on developing practical skills, practical knowledge know-how, and an understanding of certain jobs. Learning process conducted in POLBAN shows the portion of the theory conducted in the classroom is greater than in practical acivities conducted in the laboratory and workshop, so that learners are more confident that the quality of learning is determined by the professionalism of teachers while teaching in the classroom. Teacher professionalism scores are perceived by the graduates by 77.04 from the ideal score. This value represent a good category. Teacher professionalism scores consists of four sub- variables, namely, professional competence, pedagogical competence, personal competence and social competence. Professionalism of teachers score are highest in the values of social competence, which is 78.24, while the lowest value is professional competence, which is 75.76. The Influence of Learning Media towards Quality Learning These results indicate that the learning media has not significantly influence the quality of learning. Structural coefficient of learning media on the quality of learning is 0.13. Such conditions showed that the learning media as an important factor in shaping the learning was not paid good attention. The availability and suitability of teaching materials which is relevat to the learning objective, the use of ICT in teaching and learning, providing practical guidance is still inadequate. Generally most of the learning activities in POLBAN conducted in the classroom with a method of lecturer so that the utilization of learning media, especially media to support learning in workshops and practical activities in the laboratory, were less utilize. The selection of learning media in accordance with the material to be taught is explained by Brunner Arsyad, 2011:7 and Munadi, 2008: 14, that there are three kinds of human experience in acquiring knowledge, i.e., the direct experience enactive, the pictorial picture experience iconic and the abstract experience symbolic. Levie and Levie Aysyad,2011: 9 explained that learning through visual stimulus viewing yielded better learning outcomes for tasks such as recall, recognize, recall, and a link between facts and concepts, while learning the verbal stimulus hearing gave better results for learning that involves the sequential memory. Mursell Munadi, 2008:10 explained that successful learning is learning by experience. It is also consistent with the analysis in Dale Arsyad, 2011: 10 that direct experience experienced by myself have a place in the main and largest cone of experience. The Influence of Learning Facilities towards Quality of Learning Results of this research showed that learning facility has a positive and significant impact on the quality of learning. The influence of learning on the quality of learning facilities, indicated by the coefficient of the structural model by 0.21. According to the West and Danny Leung and Fung, 2005: 585-594, facilities is one of the assetsParts
» The Australian Introduction History
» Skills Victoria is the state government department responsible for VET delivery in
» Industry Skills Councils http:www.isc.org.au
» Attractiveness of VET to Local Youth
» Conclusion Australia’s vocational education and training
» Measure 1: The European Framework for Education and its meaning for the TVET in
» Measure 2: Improving collaboration of VET and Industry in the training process by web
» Function of Vocational Education and Training are:
» Internship and Public Policy
» On Campus Preparation Discussion
» On Site Company Arrangements
» Assessment of Learning Outcome
» Funding in the Vocational High Schools
» The Existing Financing Pattern
» Improving the learning quality.
» Improving the Programmed-Quality Target in Utilization of QMS of ISO 9001:2000.
» Improving the academic atmosphere quality.
» Improving the academic services quality.
» The Implementation of Quality Target of QMS of ISO 9001 : 2000.
» Obstacles in Implementing Quality Targets of QMS of ISO 9001: 2000.
» The Implementation Result of Quality Targets of QMS of ISO 9001:2000
» Impact of Quality Target of QMS of ISO 9001:2000.
» Schools need measures of success and areas for improvement that go beyond test scores.
» Educators must have a comprehensive understanding of what “school culture” is.
» Tools for developing and assessing school culture.
» Educational Leadership Constituent Council Standards
» PRIDE for Developing School culture
» A globally fundamental change in technology, economy, and the world of
» Competitiveness challenges of human resources HR Indonesia
» Curriculum Development Educational Redesign on Vocational Field in Indonesia
» Teaching Learning Process PBM
» Educator or Teacher Educational Redesign on Vocational Field in Indonesia
» Evaluation Educational Redesign on Vocational Field in Indonesia
» Competency-Based Assessment CBA Introduction
» Method Results and Discussion.
» Verbesserungsvorschläge auf der Basis ausgewählter Studiengänge in Deutschland
» Secondary School Level Characteristics
» The Role of Teacher Leadership in Teaching and Learning
» Evaluation and Diagnostics Procedures
» Polytechnic Education in Indonesia
» Qualifications Frameworks and Graduate Competence
» Conclusions and suugestion for further research
» Research Results and Discussion
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» Development of Procedural Discourse
» Text Reading Development with Simple Structure
» Development of the Use of Passive Sentences
» Nature of PBTT model and Task
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» Task-Cycle: Tasks, Operational Procedures of Task Based Learning
» Post-Task Language Focus: Analysis and Practice
» Advantages Advantages and Limitations of PBTT Model
» Characteristics of Teachers of English Vocational Technical School
» Characteristics of Students Vocational Technical School
» Characteristics of Learning Design VESP
» The Learning of Consumer Education and the Values of Character Builder with All
» The Skill of Thinking Critically through Problem Solving Habituation
» The Problem Solving-Based Performace Assessment in the Learning of Consumer
» Principles of Learning Theory
» The purpose of ILS Model Development
» The Developed Learning Experience
» Video Based Learning Discussion 1 Teaching
» Social Media as Media Learning
» WBL Activities Structure and Anatomy of WBL 1 Definition WBL
» Work Experience-Based Structure and Anatomy of WBL 1 Definition WBL
» One form of apprenticeship WBL Learning
» Map cognitive WBL. Structure and Anatomy of WBL 1 Definition WBL
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» The Profile of Attitude of Sewing Woman’s
» The Profile of the Time Used in Sewing Woman’s Coat The Profil e of Sewing Woman’s Coat
» Information need Implementation 1 Requirement Definition
» Application Need Implementation 1 Requirement Definition
» Software Need Per Section Administrator
» Vocational High School Empowerment
» The Empowerment of Vocational High School Based on Total Quality Concept
» Discussion Rolling and Integrated WBL ModelRo-Ter WBL
» Project Based Learning Model 1. Model Development
» Principles of Competency Based Learning CBT
» Models of active student learning Learning by Doing
» Cooperative and Collaborative Learning
» Discoveri Learning Model Learning
» Problem-Based Learning Model Learning
» INTENTION OF AILR Adoption of Internet as Learning Resource
» Attitude Toward AILR FACTORS OF AILR INTENTION
» AILR Related Subjective Norm
» AILR Perceived Behavioral Control
» Discussion RESULT AND DISCUSSION 1 Results
» Suggestion CONCLUSION AND SUGGESTION 1 Conclusion
» Development of Teachers Professionalism
» Characteristics of Internet Based Learning
» How to Submit Internet-Based Learning
» The Advantages Internet-Based Education
» The Weaknesswa Internet-Based Education
» Development Model of Internet-Based Learning
» Internet-Based Learning Components Internet-Based Education
» Soft Skills for the Work Readiness in Industry
» Utilization and development advice More Products
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» The History and Evolution of Polytechnics Development in Malaysia
» Efforts relevant to Standards since 2000
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» High skills and work experiences
» Weak-collaboration provide Apprenticeship Training
» Strategic planning for implementing Tri Dharma PT
» Organizational work Apprenticeship Training
» Assessment, Evaluation and Recognition
» Vocational Education Issues in Indonesia The curriculum
» Zur Entwicklung deutscher Unternehmens- aktivitäten in Indonesien
» Das Corporate Social Responsibility CSR Programm der deutschen Unternehmen in
» Cooperation on Vocational School
» Dual System of Education Organization purpose
» Partner institutions: Dual System of Education component
» Education and Dual System of Education component
» System Assessment and Certification.
» Institutional Cooperation Dual System of Education component
» Guarantee the implementation of the PSG
» CONCLUSIONS RECOMMENDATIONS CONCLUSIONS AND RECOMMENDATIONS
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