Literacy of Vocational High School Teachers Majoring in Automotive Light Vehicle Engineering The Need for Essential Skills in The Industrial Revolution 4.0
DOI:
https://doi.org/10.23887/jet.v6i4.46580Kata Kunci:
Literacy level, Essential skills, Industrial revolution 4.0Abstrak
Industrial revolution 4.0 changes the pattern of human life. One of the changes is the essential skills that workers must master. The automotive world is experiencing rapid development, so workers entering this field must be prepared carefully. As a transfer of knowledge and forming a reliable workforce candidate, teachers must know the essential skills that will be taught to students to face the challenges of the industrial revolution 4.0. This study aims to analyze the literacy level of SMK teachers majoring in Automotive Light Vehicle Engineering towards the essential skill needs in the Industrial Revolution 4.0 era. The research uses a quantitative approach using a survey research design. This study involved 168 SMK teachers majoring in Automotive Light Vehicle Engineering as the research sample. Collecting data using a questionnaire with a four-choice Likers scale instrument and analyzed using descriptive analysis. The results showed that the literacy level of SMK teachers majoring in Automotive Light Vehicle Engineering towards essential skill needs in the era of the industrial revolution 4.0 and included in the high category. Essential skills include digital and information skills obtaining a percentage of 75.05%, learning skills obtaining 75.33%, and life and career skills obtaining 76.13%. Although overall, in the high category, there are several items of teacher literacy on essential skills that need to be improved.
Referensi
Abdurrahman, Parmin, & Muryanto, S. (2022). Evaluation on the automotive skill competency test through ‘discontinuity’ model and the competency test management of vocational education school in Central Java, Indonesia. Heliyon, 8(2). https://doi.org/10.1016/j.heliyon.2022.e08872.
Akintolu, M., & Letseka, M. (2021). The andragogical value of content knowledge method: the case of an adult education programme in Kwa-Zulu Natal Province of South Africa. Heliyon, 7(9). https://doi.org/10.1016/j.heliyon.2021.e07929.
Ally, M. (2019). Competency profile of the digital and online teacher in future education. International Review of Research in Open and Distance Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4206.
Alqudah, I. H. A., Carballo-Penela, A., & Ruzo-Sanmartín, E. (2022). High-performance human resource management practices and readiness for change: An integrative model including affective commitment, employees’ performance, and the moderating role of hierarchy culture. European Research on Management and Business Economics, 28(1). https://doi.org/10.1016/j.iedeen.2021.100177.
Astuti, M., Arifin, Z., Mutohhari, F., & Nurtanto, M. (2021). Competency of Digital Technology: The Maturity Levels of Teachers and Students in Vocational Education in Indonesia. Journal of Education Technology, 5(2). https://doi.org/10.23887/jet.v5i3.35108.
Bakar, R. (2018). The influence of professional teachers on Padang vocational school students’ achievement. Kasetsart Journal of Social Sciences, 39(1), 67–72. https://doi.org/10.1016/j.kjss.2017.12.017.
Benešová, A., & Tupa, J. (2017). Requirements for Education and Qualification of People in Industry 4.0. Procedia Manufacturing, 11(June), 2195–2202. https://doi.org/10.1016/j.promfg.2017.07.366.
Chenoy, D., Ghosh, S. M., & Shukla, S. K. (2019). Skill development for accelerating the manufacturing sector: the role of ‘new-age’ skills for ‘Make in India. International Journal of Training Research, 17(1). https://doi.org/10.1080/14480220.2019.
Chirumalla, K. (2021). Building digitally-enabled process innovation in the process industries: A dynamic capabilities approach. Technovation, 105. https://doi.org/10.1016/j.technovation.2021.102256.
Churchill, N. (2020). Development of Students’ Digital Literacy Skills through Digital Storytelling with Mobile Devices. Educational Media International, 57(3), 271–284. https://doi.org/10.1080/09523987.2020.1833680.
Deja, M., Rak, D., & Bell, B. (2021). Digital transformation readiness: perspectives on academia and library outcomes in information literacy. The Journal of Academic Librarianship, 47(5). https://doi.org/https://doi.org/10.1016/j.acalib.2021.102403.
Dito, S. B., & Pujiastuti, H. (2021). Dampak Revolusi Industri 4.0 Pada Sektor Pendidikan: Kajian Literatur Mengenai Digital Learning Pada Pendidikan Dasar dan Menengah. Jurnal Sains Dan Edukasi Sains, 4(2). https://doi.org/10.24246/juses.v4i2p59-65.
Fauziah, A., Kim, M., Aye, M., Hakizimana, V., & Hur, J. (2021). Impact of the society’s perception on teachers’ professionalism. Journal of Education and Learning (EduLearn), 15(4). https://doi.org/10.11591/edulearn.v15i4.20292.
Forster, A. G., & Bol, T. (2018). Vocational education and employment over the life course using a new measure of occupational specificity. Social Science Research, 70(1). https://doi.org/10.1016/j.ssresearch.2017.11.004.
Garbie, I. H. (2017). Incorporating Sustainability/Sustainable Development Concepts in Teaching Industrial Systems Design Courses. Procedia Manufacturing, 8. https://doi.org/10.1016/j.promfg.2017.02.053.
Garzón-Artacho, E., Sola-Martínez, T., Romero-Rodríguez, J.-M., & Gómez-García, G. (2021). Teachers’ perceptions of digital competence at the lifelong learning stage. Heliyon, 7(7), e07513. https://doi.org/10.1016/j.heliyon.2021.e07513.
Giovanni, F., & Komariah, N. (2019). Hubungan antara Literasi Digital dengan Prestasi Belajar Siswa SMA Negeri 6 Kota Bogor. LIBRARIA: Jurnal Perpustakaan, 7(1), 147–162. https://doi.org/10.21043/libraria.v7i1.5827.
Gracia, E. P., Rodríguez, R. S., Pedrajas, A. P., & Carpio, A. J. (2021). Teachers’ professional identity: validation of an assessment instrument for preservice teachers. Heliyon, 7(9). https://doi.org/10.1016/j.heliyon.2021.e08049.
Gracia, Elisa Pérez, Rodríguez, R. S., Pedrajas, A. P., & Carpio, A. J. (2021). Teachers’ professional identity: validation of an assessment instrument for preservice teachers. Heliyon, 7(9), e08049. https://doi.org/10.1016/j.heliyon.2021.e08049.
Heru, N., Wagiran, W., & Daryono, R. W. (2021). Chassis Maintenance and Vehicle Power Transfer Learning: The Effectiveness of STEM on Students’ Critical Thinking Ability. Journal of Education Technology, 5(4). https://doi.org/10.23887/jet.v5i4.40534.
Hirschi, A., & Koen, J. (2021). Contemporary career orientations and career self-management: A review and integration. Journal of Vocational Behavior, 126. https://doi.org/10.1016/j.jvb.2020.103505.
Jang, M., Aavakare, M., Nikou, S., & Kim, S. (2021). The Impact of Literacy on Intention to Use Digital Technology for Learning: A Comparative Study of Korea and Finland. Telecommunications Policy, 45(7). https://doi.org/10.1016/j.telpol.2021.102154.
Jones, C., & Pimdee, P. (2017). Innovative Ideas: Thailand 4.0 and the Fourth Industrial Revolution. Asian International Journal of Social Sciences, 17(1). https://doi.org/10.25073/0866-773x/124.
Kavenuke, P. S., Kinyota, M., & Kayombo, J. J. (2020). The critical thinking skills of prospective teachers: Investigating their systematicity, self-confidence and scepticism. Thinking Skills and Creativity, 37, 100677. https://doi.org/10.1016/j.tsc.2020.100677.
Leeferink, H., Koopman, M., Beijaard, D., & Schellings, G. L. M. (2019). Overarching professional identity themes in student teacher workplace learning. Teachers and Teaching: Theory and Practice, 25(1). https://doi.org/10.1080/13540602.2018.1527762.
Liu, X., Sun, X., & Xu, J. (2021). A case study of intelligent manufacturing for key components of vehicles. Journal of Physics: Conference Series, 1983(1). https://doi.org/10.1088/1742-6596/1983/1/012100.
Loumpourdi, M. (2021). The future of employee development in the emerging fourth industrial revolution: a preferred liberal future. Journal of Vocational Education and Training. https://doi.org/10.1080/13636820.2021.1998793.
Lund, H. B., & Vildåsen, S. S. (2022). The influence of Industry 4.0 narratives on regional path development. Regional Studies, Regional Science, 9(1). https://doi.org/10.1080/21681376.2022.2029552.
Mardapi, D. (2012). Pengukuran, Penilaian, dan Evaluasi Pendidikan. Mitra Cendekia Press.
Matete, R. E. (2021). Teaching profession and educational accountability in Tanzania. Heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07611.
Muja, A., Blommaert, L., Gesthuizen, M., & Wolbers, M. H. J. (2019). The role of different types of skills and signals in youth labor market integration. Empirical Research in Vocational Education and Training, 11(1). https://doi.org/10.1186/s40461-019-0081-3.
Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators. Education Sciences, 11(1), 19. https://doi.org/10.3390/educsci11010019.
Müller, J. W. (2021). Education and inspirational intuition - Drivers of innovation. Heliyon, 7(9). https://doi.org/10.1016/j.heliyon.2021.e07923.
Neumann, W. P., Winkelhaus, S., Grosse, E. H., & Glock, C. H. (2021). Industry 4.0 and the human factor – A systems framework and analysis methodology for successful development. International Journal of Production Economics. https://doi.org/10.1016/j.ijpe.2020.107992.
Novitasari, D., Sasono, I., & Asbari, M. (2020). Work-Family Conflict and Worker’s Performance during Covid-19 Pandemic: What is the Role of Readiness to Change Mentality? International Journal of Science and Management Studies (IJSMS), 3(4). https://doi.org/10.51386/25815946/ijsms-v3i4p112.
Prasojo, L. D., Habibi, A., Mohd Yaakob, M. F., Pratama, R., Yusof, M. R., Mukminin, A., Suyanto, & Hanum, F. (2020). Teachers’ burnout: A SEM analysis in an Asian context. Heliyon, 6(1). https://doi.org/10.1016/j.heliyon.2019.e03144.
Prifti, R. (2020). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning. https://doi.org/10.1080/02680513.2020.1755642.
Puriwat, W., & Tripopsakul, S. (2020). Preparing for industry 4.0-will youths have enough essential skills?: An evidence from Thailand. International Journal of Instruction, 13(3). https://doi.org/10.29333/iji.2020.1337a.
Puriwat, Wilert, & Tripopsakul, S. (2020). Preparing for industry 4.0-will youths have enough essential skills?: An evidence from Thailand. International Journal of Instruction, 13(3), 89–104. https://doi.org/10.29333/iji.2020.1337a.
Purwantoro, P., Daryanto, H. K., & Djohar, S. (2018). Strategi Bersaing dan Pengukuran Kinerja dengan Pendekatan Resources Base View Perusahaan Komponen Otomotif Indonesia. Jurnal Aplikasi Bisnis Dan Manajemen, 4(2). https://doi.org/10.17358/jabm.4.2.220.
Pusriawan, P., & Soenarto, S. (2019). Employability skills of vocational school students in Palu City for entering the work world. Jurnal Pendidikan Vokasi, 9(1). https://doi.org/10.21831/jpv.v9i1.23351.
Rahmawati, Y., Ridwan, A., Hadinugrahaningsih, T., & Soeprijanto. (2019). Developing critical and creative thinking skills through STEAM integration in chemistry learning Developing critical and creative thinking skills through STEAM integration in chemistry learning. International Converence of Chemistry (ICCHEM). https://doi.org/10.1088/1742-6596/1156/1/012033.
Ritter, S. M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PLoS ONE, 15(3), 1–18. https://doi.org/10.1371/journal.pone.0229773.
Sharma, P. (2019). Digital Revolution of Education 4.0. International Journal of Engineering and Advanced Technology, 9(2), 3558–3564. https://doi.org/10.35940/ijeat.a1293.129219.
Singh, D., & Tilak, G. (2020). Implementation of Education Model 4.0: Developing Industry 4.0 Skills in Graduates Engineers for Improving Employability Skills. Humanities & Social Sciences Reviews, 8(2). https://doi.org/10.18510/hssr.2020.8268.
Spoettl, G., & Tūtlys, V. (2020). Education and Training for the Fourth Industrial Revolution. Jurnal Pendidikan Teknologi Dan Kejuruan, 26(1). https://doi.org/10.21831/jptk.v26i1.29848.
Spurk, D. (2021). Vocational behavior research: Past topics and future trends and challenges. Journal of Vocational Behavior, 126. https://doi.org/10.1016/j.jvb.2021.103559.
Sudana, I., Apriyani, D., & Nurmasitah, S. (2019a). Revitalization of vocational high school roadmap to encounter the 4.0 industrial revolution. Journal of Social Sciences Research, 5(2). https://doi.org/10.32861/jssr.52.338.342.
Sudana, I., Apriyani, D., & Nurmasitah, S. (2019b). Revitalization of vocational high school roadmap to encounter the 4.0 industrial revolution. Journal of Social Sciences Research, 5(2), 338–342. https://doi.org/10.32861/jssr.52.338.342.
Tampang, B. L. L., & Wonggo, D. (2018). Teacher Professionalism in Technical and Vocational Education. IOP Conference Series: Materials Science and Engineering, 306(1). https://doi.org/10.1088/1757-899X/306/1/012017.
Toivonen, S., Rashidfarokhi, A., & Kyrö, R. (2021). Empowering upcoming city developers with futures literacy. Futures, 129. https://doi.org/10.1016/j.futures.2021.102734.
Van Der Wal, N. J., Bakker, A., & Drijvers, P. (2017). Which Techno-mathematical Literacies Are Essential for Future Engineers? International Journal of Science and Mathematics Education, 15. https://doi.org/10.1007/s10763-017-9810-x.
Wang, M., & Wanberg, C. R. (2017). 100 years of applied psychology research on individual careers: From career management to retirement. Journal of Applied Psychology, 102(3). https://doi.org/10.1037/apl0000143.
Wichmann, R. L., Eisenbart, B., & Gericke, K. (2019). The direction of industry: A literature review on industry 4.0. Proceedings of the International Conference on Engineering Design, ICED, 2019-Augus(August). https://doi.org/10.1017/dsi.2019.219.
Xu, L., Da, X., & Li, L. (2018). Industry 4.0: State of the art and future trends. International Journal of Production Research, 56(8). https://doi.org/10.1080/00207543.2018.1444806.
Xu, M., David, J. M., & Kim, S. H. (2018). The fourth industrial revolution: Opportunities and challenges. International Journal of Financial Research, 9(2). https://doi.org/10.5430/ijfr.v9n2p90.
Xu, Min, David, J. M., & Kim, S. H. (2018). The fourth industrial revolution: Opportunities and challenges. International Journal of Financial Research, 9(2), 90–95. https://doi.org/10.5430/ijfr.v9n2p90.
Zhong, R. Y., Xu, X., Klotz, E., & Newman, S. T. (2017). Intelligent Manufacturing in the Context of Industry 4.0: A Review. Engineering, 3(5). https://doi.org/10.1016/J.ENG.2017.05.015.
Zimmer, W. K., McTigue, E. M., & Matsuda, N. (2021). Development and validation of the teachers’ digital learning identity survey. International Journal of Educational Research, 105. https://doi.org/10.1016/j.ijer.2020.101717.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2022 Choyrul Anwar
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Journal of Education Technology 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)
