Pedagogical Competence of Teachers in Planning Vocational High School Learning
DOI:
https://doi.org/10.23887/jere.v6i3.41556Keywords:
Teacher Competence, Vocational High School, Learning, EvaluationAbstract
The teacher becomes the main actor in the learning process, especially in vocational education, namely productive learning which has its own characteristics that cannot be equated with adaptive and normative learning. This research aims to analyze directly the pedagogical evaluation of teachers in planning learning activities in vocational school in the field of electricity. This study used the Countenance Stake evaluation research method. This research focuses on one aspect, namely the planning aspect (antecedents) in the productive learning process. The research method used is the quantitative method. The data collection techniques used are questionnaires. Data analysis techniques are performed using descriptive quantitative. The results showed that there was a weakness in the pedagogical competence of teachers in making plans for learning activities with an average of 3.24 which was in the category quite well. Learning planning made by teachers has not been in accordance with process standards and also does not refer to a curriculum that is tailored to the abilities and needs of learners. There needs to be a review and improvement of the aspects that have not been fulfilled in the learning planning made by teachers and also the need to improve the pedagogical competence of teachers so that learning activities can be carried out properly and able to print competent vocational school graduates.
References
Abrahams, I., & Reiss, M. J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8). https://doi.org/10.1002/tea.21036.
Achilleos, A. P., Mettouris, C., Yeratziotis, A., Papadopoulos, G. A., Pllana, S., Huber, F., Jäger, B., Leitner, P., Ocsovszky, Z., & Dinnyés, A. (2019). SciChallenge: A Social Media Aware Platform for Contest-Based STEM Education and Motivation of Young Students. IEEE Transactions on Learning Technologies, 12(1), 98–111. https://doi.org/10.1109/TLT.2018.2810879.
Ahyanuardi, A., Hambali, H., & Krismadinata, K. (2018). Pengaruh Kompetensi Pedagogik Dan Profesional Guru Sekolah Menengah Kejuruan Pasca Sertfikasi Terhadap Komitmen Guru Melaksanakan Proses Pembelajaran. Invotek: Jurnal Inovasi Vokasional Dan Teknologi, 18(1), 67–74. https://doi.org/10.24036/invotek.v18i1.169.
Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low Academic Achievement: Causes and Results. Theory and Practice in Language Studies, 5(11), 2262. https://doi.org/10.17507/tpls.0511.09.
Ana, A., Kustiawan, I., Ahman, E., Zakaria, S., Muktiarni, M., Dwiyanti, V., Saripudin, S., & Kahoerunnisa, I. (2020). Defining vocational teacher competencies in industry 4.0 from the perspective of policymakers. Journal of Engineering Education Transformations, 34(Special Issue), 159–167. https://doi.org/10.16920/JEET/2020/V34I0/157884.
Anisa, A. (2017). Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Melalui Pembelajaran IPA Berbasis Potensi Lokal Jepara. Jurnal Inovasi Pendidikan IPA, 3(1), 1–11. https://doi.org/10.21831/jipi.v3i1.8607.
Arifin, Z. (2020). Harte Dan Tungguan : Redefinisi Adat Tunggu Tubang Pada Komunitas Semende Migran. Jurnal Masyarakat Dan Budaya, 22(2), 31–44. https://doi.org/10.14203/jmb.v22i2.887.
Arikunto, S., & Safruddin, C. (2009). Evaluasi Program Pendidikan. Bumi Aksara.
Aulia, E. V., Poedjiastoeti, S., & Agustini, R. (2018). The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills. Journal of Physics: Conference Series, 947(1). https://doi.org/10.1088/1742-6596/947/1/012049.
Aziz, R., Sidik, N. A. H., Trimansyah, T., Khasanah, N., & Yulia, N. M. (2020). Model Suasana Kelas yang Mensejahterakan Siswa Tingkat Pendidikan Dasar. Mediapsi, 6(2), 94–101. https://doi.org/10.21776/ub.mps.2020.006.02.3.
Balashov, E., Pasicichnyk, I., & Kalamazh, R. (2021). Metacognitive awareness and academic self-regulation of hei students. International Journal of Cognitive Research in Science, Engineering and Education, 9(2), 161–172. https://doi.org/10.23947/2334-8496-2021-9-2-161-172.
Cheung, C. kiu, & Lee, T. yan. (2010). Improving social competence through character education. Evaluation and Program Planning, 33(3), 255–263. https://doi.org/10.1016/j.evalprogplan.2009.08.006
Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
Darwis, M., Batari, U. D., Salam, R., Kasmita, M., & Baharuddin, A. (2019). Pengaruh Kompetensi Profesional Guru Terhadap Kualitas Proses Pembelajaran Pada Paket Keahlian Administrasi Perkantoran Di SMK Negeri 1 Gowa. Jurnal Ad’ministrare, 5(2), 105. https://doi.org/10.26858/ja.v5i2.7889.
Dharma, S., & Siregar, R. (2015). Internalisasi Karakter melalui Model Project Citizen pada Pembelajaran Pendidikan Pancasila dan Kewarganegaraan. JUPIIS: Jurnal Pendidikan Ilmu-Ilmu Sosial, 6(2). https://doi.org/10.24114/jupiis.v6i2.2293.
Estriyanto, Y., Kersten, S., Pardjono, P., & Sofyan, H. (2017). The missing productive vocational high school teacher competency standard in the Indonesian education system. Journal of Technical Education and Training, 9(1), 6–14. https://doi.org/Retrieved from https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/1499.
Fatimatuzahroh, F., Nurteti, L., & Koswara, S. (2019). Upaya Meningkatkan Hasil Belajar Peserta Didik pada Mata Pelajaran Akidah Akhlak Melalui Metode Lectures Vary. Jurnal Penelitian Pendidikan Islam, 7(1), 35. https://doi.org/10.36667/jppi.v7i1.362.
Fen, C., & Poh, K. (2015). A Review of Intrinsic and Extrinsic Motivations of ESL Learners. International Journal of Languages, Literature and Linguistics, 1(2), 98–105. https://doi.org/10.7763/ijlll.2015.v1.20.
Fisher, D., Kusumah, Y. S., & Dahlan, J. A. (2020). Project-based learning in mathematics: A literatur review. Journal of Physics: Conference Series, 1657(1), 012032. https://doi.org/10.1088/1742-6596/1657/1/012032.
Gabena, P. (2017). Upaya Peningkatan Kompetensi Guru Dalam Menyusun Silabus dan RPP Melalui Supervisi Akademik yang Berkelanjutan di SD Negeri 0102 Barumun. Ristekdik: Jurnal Bimbingan Dan Konseling, 2(1). http://jurnal.um-tapsel.ac.id/index.php/Ristekdik/article/view/127.
Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21st century teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. https://doi.org/10.3991/ijet.v10i4.4717.
Gustiawati, R., Arief, D., & Zikri, A. (2020). Pengembangan Bahan Ajar Membaca Permulaan dengan Menggunakan Cerita Fabel pada Siswa Sekolah Dasar. Jurnal Basicedu, 4(2), 355–360. https://doi.org/10.31004/basicedu.v4i2.339.
Hermino, A., & Arifin, I. (2020). Contextual Character Education for Students in the Senior High School. European Journal of Educational Research, 9(3), 1009–1023. https://doi.org/10.12973/EU-JER.9.3.1009.
Irmawati, D. K., Asri, T. M., & Aziz, A. L. (2021). How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context. Journal of Education and E-Learning Research, 8(1), 42–51. https://doi.org/10.20448/journal.509.2021.81.42.51.
Iskandar, S., & Juhana, E. (2014). Pengaruh Kompetensi Dan Lingkungan Kerja Terhadap Kepuasan Kerja Serta Implikasinya Pada Kinerja Guru Di SDN Baros Mandiri 5 Kota Cimahi. Jurnal Ekonomi, Bisnis & Entrepreneurship, 8(2), 86–98. https://jurnal.stiepas.ac.id/index.php/jebe/article/view/66.
Jayanti, K. D., & Senam, S. (2017). Studi kinerja guru lulusan Program Studi Pendidikan Kimia Universitas Negeri Yogyakarta di Daerah Istimewa Yogyakarta. Jurnal Inovasi Pendidikan IPA, 3(1), 63. https://doi.org/10.21831/jipi.v3i1.13686.
Khaldi, K. (2017). Quantitative, qualitative or mixed research: which research paradigm to use? Journal of Educational and Social Research, 7(2), 15–15. https://doi.org/10.5901/jesr.2017.v7n2p15.
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214.
Marhaeni, A. A. I. N., Dantes, N., & Paramartha, A. A. G. Y. (2018). Teacher Assessment Literacy: Discrepancies in Authentic Assessment Practice in EFL Context. Proceeding Book of 1st International Conference on Educational Assessment and Policy, 2, 18–21. https://doi.org/10.26499/iceap.v2i1.90.
Murtonen, M., & Balloo, K. (2019). Redefining scientific thinking for higher education. Palgrave Macmillan Cham. https://doi.org/10.1007/978-3-030-24215-2_2.
Noguera, I., Guerrero-Roldán, A. E., & Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers and Education, 116, 110–129. https://doi.org/10.1016/j.compedu.2017.09.008.
Norahmi, M. (2017). 21st-century teachers: The students’ perspectives. Journal on English as a Foreign Language, 7(1), 77. https://doi.org/10.23971/jefl.v7i1.538.
Pramitasari, K., Usodo, B., Subanti, S., Magister, P., Matematika, P., Sebelas, U., & Surakarta, M. (2019). Proses Pembelajaran Matematika Untuk Siswa Slow Learner Di Kelas Inklusi Smp Negeri 7 Klaten Kelas Viii. Jurnal Elektronik Pendidikan Matematika, 3(7), 777–786. https://jurnal.fkip.uns.ac.id/index.php/s2math/article/view/6494.
Pratiwi, I. T. M., & Meilani, R. I. (2018). Peran Media Pembelajaran Dalam Meningkatkan Prestasi Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran, 3(2), 33. https://doi.org/10.17509/jpm.v3i2.11762.
Putri, N. P. J. E., Artini, L. P., & Wahyuni, L. G. E. (2020). EFL Teachers’ Perception and Strategies for Integrating Character Education into the Lesson. Jurnal Pendidikan Dan Pengajaran. https://doi.org/10.23887/jpp.v53i1.19172.
Rachmadtullah, R., Yustitia, V., Setiawan, B., Fanny, A. M., Pramulia, P., Susiloningsih, W., Rosidah, C. T., Prastyo, D., & Ardhian, T. (2020). The Challenge of Elementary School Teachers to Encounter Superior Generation in the 4.0 Industrial Revolution: Study Literature. International Journal of Scientific and Technology Research, 9(4), 1879–1882. https://www.researchgate.net/profile/Reza-Rachmadtullah/publication/340886839_The_Challenge_Of_Elementary_School_Teachers_To_Encounter_Superior_Generation_In_The_40_Industrial_Revolution_Study_Literature/links/5ea2b9a492851c87d1b1066f/The-Challenge-Of-Ele.
Ramdan, A. Y., & Fauziah, P. Y. (2019). Peran orang tua dan guru dalam mengembangkan nilai-nilai karakter anak usia sekolah dasar. Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran, 9(2). https://doi.org/10.25273/pe.v9i2.4501.
Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for Learner-Generated Digital Media assignments. E-Learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973.
Rusilowati, U., & Wahyudi, W. (2020). The Significance of Educator Certification in Developing Pedagogy, Personality, Social and Professional Competencies. 409(SoRes 2019), 446–451. https://doi.org/10.2991/assehr.k.200225.095.
Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19. Biodik, 6(2), 109–119. https://doi.org/10.22437/bio.v6i2.9759.
Safitri, D., Sujarwo, & Putra, Z. F. F. (2019). Pemberdayaan Kelompok Guru Dalam Membuat Media Pembelajaran Quizizz. Jurnal Pengabdian Masyarakat, 1(1), 1–6. https://doi.org/10.21009/DSD.XXX.
Santika, D. A., Mulyana, E. H., & Nur, L. (2020). Pengembangan Media Pembelajaran Model STEM pada Konsep Terapung Melayang Tenggelam untuk Memfasilitasi Keterampilan Saintifik Anak Usia Dini. Jurnal Paud Agapedia, 4(1), 171–184. https://doi.org/10.17509/jpa.v4i1.27207.
Setiyawan, B. A., Samsudi, S., & Basyirun, B. (2017). Pelaksanaan Pembelajaran Program Produktif Kompetensi Keahlian Teknik Kendaraan Ringan. Journal of Vocational and Career Education, 2(1). https://doi.org/10.15294/jvce.v2i1.10927.
Sholihah, T. M., & Lastariwati, B. (2020). Problem Based Learning to Increase Competence of Critical Thinking and Problem Solving. Journal of Education and Learning (EduLearn), 14(1), 148–154. https://doi.org/10.11591/edulearn.v14i1.13772.
Sobry, M., & Sa’i, M. (2020). Penguatan Kompetensi Guru Melalui Pemanfaatan Media Sederhana Dan Modern. El-Tsaqafah : Jurnal Jurusan PBA, 19(1), 97–118. https://doi.org/10.20414/tsaqafah.v19i1.2347.
Titarenko, L., & Little, C. B. (2017). International Cross-Cultural Online Learning and Teaching: Effective Tools and Approaches. American Journal of Distance Education, 31(2), 112–127. https://doi.org/10.1080/08923647.2017.1306767.
Tsakeni, M. (2021). Preservice Teachers’ Use of Computational Thinking to Facilitate Inquiry-based Practical Work in Multiple-deprived Classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 17(1). https://doi.org/10.29333/ejmste/9574.
Wahyudi, R., Santosa, S., & Sumaryati, S. (2013). Pengaruh kesiapan guru mengajar dan lingkungan belajar terhadap efektivitas pembelajaran di SMK Kristen 1 Surakarta. Jupe-Jurnal Pendidikan Ekonomi, 2(2). https://jurnal.fkip.uns.ac.id/index.php/ekonomi/article/view/2913.
Wakid, M., Usman, T., & Sulistyo, B. (2020). Project based learning model to increase the competency of automotive engineering teachers candidates. Journal of Physics: Conference Series, 1700(1), 1–8. https://doi.org/10.1088/1742-6596/1700/1/012063.
Wibawa, K., Santiyadnya, N., & Indrawan, G. (2018). Evaluasi Pelaksanaan Pembelajaran Instalasi Penerangan Listrik Kompetensi Keahlian Tiptl Smk Negeri 3 Singaraja. Jurnal Pendidikan Teknik Elektro Undiksha, 7(1), 10–19. https://doi.org/10.23887/jjpte.v7i1.20216.
Yulius, M. (2020). Strategi Meningkatkan Mutu Pendidikan Melalui Manajemen Sarana Dan Prasarana Pada Smk Negeri 1 Singkawang. Jurnal Ilmiah Kependidikan, XIII(2), 246–255. https://doi.org/http://dx.doi.org/10.30595/jkp.v13i2.6982.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Ahyanuardi, Yulia Efronia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal of Evaluation and Research in Education (JERE) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
