on Vocational Education and Training PR CEEDINGSstaffnew.uny.ac.id/upload/198503242014042001/penelitian/ICVET 2016... · Vocational education aims to produce skilled human resources

4th International Conference on Vocational Education and Training 2016

“Strengthening TVET in ASEAN Economic Community”

Yogyakarta State University, IndonesiaSeptember 15, 2016

ICVETon Vocational Education and Training4 International Conference

th ICVETon Vocational Education and Training4 International Conference

th ICVETon Vocational Education and Training4 International Conference

th ISSN: 2301-7147

PR CEEDINGS

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PROCEEDINGS

4thINTERNATIONALCONFERENCEONVOCATIONALEDUCATIONANDTRAINING(ICVET)GRADUATEPROGRAMCOLABORATIONWITHENGINEERINGFACULTY,YOGYAKARTASTATEUNIVERSITYSeptember15,2016STRENGTHENINGTVETINASEANECONOMICCOMUNITYISSN:2301‐7147I.Article II.Title III.AchmadArifin,et.al.CopyrightActprotectedphotocopiedorreproducedbyanymeans,wholeorinpartwithoutpermissionofthepublisherofthisbookisimmoralandagainstthelawTitle:STRENGTHENINGTVETINASEANECONOMICCOMUNITYEditors:AchmadArifinSuronoLayout:AchmadArifinCoverDesigner:Muslikhin

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PREFACE

StrengtheningTechnicalVocationalEducationandTraining(TVET)inASEANEconomicCommunity(AEC)

Welcome to the4th annual INTERNATIONALCONFERENCEONVOCATIONALEDUCATION

ANDTRAINING(ICVET2016)

This proceeding compiles all abstracts and fullpapers from the invited speakers and

partcipantspresenterinthe4thInternationalConferenceonVocationalEducationandTraining

(ICVET)heldbytheGraduateSchoolandFacultyofEngineeringYogyakartaStateUniversityon

15September2016atSheratonMustikaHotelYogyakarta.

ASEANEconomicCommunity(AEC)hasprevailedattheendof2015.Regardingthisissue,

ithassomeconsequences.Oneofthemistheopenflowofproducts,services,andhuman

resourcesacrossASEANcountries.Inaddition,ASEANmemberscanfreelyselltheirindustrial

products. In other words, this policy can increase the degree of products competition

among those countries. The main theme of this conference is “Strengthening Technical

Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)“. Four sub

themesarecoveredinthisconference:1)EstablishingthepolicyofQualityAssuranceinTVETto

prepare Regional Qualification Framework, 2) The Role of TVET to Fulfill National Economic

GrowthandWorkforceinAECEra3)ContributionofInformalSectorsandSkillsVillageinAEC,

4)EmpoweringVocationalTeacherEducationInstitutioninAEC.

Thisconferenceprovidestheopportunityforteachers/lecturers,educationalpractitioners,

industrial practitioners, and the others stakeholders as well to share knowledge,

experiences,andresearchfindingsrelevantincontributingideasandconsiderationsforthe

implementation of VET policy‐making in order to strengthen Technical Vocational

EducationandTraining(TVET)inASEANEconomicCommunity.

Thecommitteewould liketothanktothosewhohaveprovidedassistancewithoutwhich it is

impossibletofinishthisproceeding.Furthercommentsandsuggestionsontheimprovementof

thisproceedingwouldbehighlyappreciated.

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CHAIRPERSONSPEECH

RectorofYogyakartaStateUniversity,

Prof.Dr.PascalMarquet,UniversityofStrasbourg,France

TonyBorkett,Theiss,Australia

Dr.MichaelGrosch,KarlsruheInstituteofTechnology,Germany

Prof.Soenarto,Ph.D.,YogyakartaStateUniversity,Indonesia

Distinguishedguests,Participants,LadiesandGentlements,

It givesme great pleasure to extend to you all a verywarmwelcome to the 4th International

Conference on Vocational Education and Training (ICVET) with the theme “Strengthening

Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)”

heldinSheratonMustikaHoteltoday.

ConsequencesoftheimplementationofASEANEconomicCommunitywhichcameintoforcein

late 2015 are the open flow of products, services, and human resources across the ASEAN

countries. Another consequence is there are many employment opportunities among ASEAN

countries,however,whenonesidecanenlargeemploymentopportunities, itcanthreaten less

skilledhumanresources’positioninaparticularcountry.

The successful fulfillment of skilled human resources is highly dependent on vocational

education. Reputable vocational education certainly is supported by professional teachers.

Basedonthisfact, thestrengtheningofvocationalteachereducationinstitutionsisconsidered

urgent since at this time vocational teacher education institutions have not set up teachers

accordingtoexpertiseprograminvocationaleducation.Thisconferenceoffersanopportunity

forparticipantstosharebestpractices,concepts,andexperiencesinStrengtheningTVETinAEC.

Our technicalprogram is richandvariedwith1keynote speakerand4 invited speakers.170

participants in this conference that involving 4 groups: Graduate School Students,

College/University Teachers, Secondary School Teachers, Vocational High School Teachers. A

totalofthirtypaperswillbepresentedduringtheparallelsession.

Asaconferencechairofthe4thICVET2016,Iknowthatthesuccessoftheconferenceultimately

depends on themany peoplewho haveworkedwith us in planning and organizing both the

technicalprogramandsupportingsocialarrangements.Recognitionshouldgototheorganizing

committeememberswhohaveallworkedextremelyhardfortheconferenceprograms.

I hope that this conference will give benefit to the students, academic staffs and vocational

teachers.

Thankyouforyourattention.Iwishyouaveryfruitfulconference.

Dr.Widarto

Chairpersonof4thICVET2016

DeanofEngineeringFaculty

YogyakartaStateUniversity

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RECTORYOGYAKARTASTATEUNIVERSITYWELCOMESPEECH

Prof. Dr. Intan Achmad, Directorate General of Learning and Student Affairs, Minister of

Research.TechnologyandHigherEducation,Indonesia

Prof.Dr.PascalMarquet,UniversityofStrasbourg,France

TonyBorkett,Theiss,Australia

Dr.MichaelGrosch,KarlsruheInstituteofTechnology,Germany

Prof.Soenarto,Ph.D.,YogyakartaStateUniversity,Indonesia

Distinguishedguests,Participants,LadiesandGentlemen’s,

Iwouldliketosaywelcomeyouwarmlytothe4thInternationalConferenceonVocational

Education and Training (ICVET) with the theme of “Strengthening Technical Vocational

Education and Training (TVET) in ASEAN Economic Community (AEC)” held in Sheraton

MustikaHoteltoday.

ASEANEconomicCommunity(AEC)hasprevailedattheendof2015.Regardingthisissue,

it has some consequences. One of them is the open flow of products, services, and human

resourcesacrossASEANcountries.Inaddition,ASEANmemberscanfreelyselltheirindustrial

products. In other words, this policy can increase the degree of products competition

among those countries. Service industry will take part in all ASEAN countries without

boundaries. Others consequences are several employment opportunities among ASEAN

countries.However,whenonesidecanenlargeemployment,opportunities,itcanthreaten

lessskilledhumanresourcespositioninaparticularcountry.

Toconfronttheinvasionofforeignlaborfromseveralcountries,itisnecessarytoput

upcandidateswhohavequalifiedmanpowerthatcanbeacceptedinothercountries.Inthat

case,itisnecessaryforeducationalinstitutionsatnational,regional,andinternationallevel

tohaveassuredquality.Also,basedonthedemandsoftheregionallaborqualification,itis

expectedthatvocationaleducationgraduatescanimplementqualityassuranceinaccordance

withtheframeworkofregionallaborqualification.

Vocationaleducationaimstoproduceskilledhumanresourcestomeetthedemands.One

of the criteria of successful fulfillment of skilled human resources is depended on vocational

education.Vocationaleducationcertainly is supportedbyprofessional teachers.Basedon this

fact,thestrengtheningofvocationalteachereducationinstitutionsisconsideredurgentsinceat

this time vocational teacher education institutions have not set up teachers according to

expertiseprograminvocationaleducation.

Weknowthatthesuccessoftheconferenceultimatelydependsonthepeoplewhohave

workedwithus inplanning andorganizingboth the technical programand supporting social

arrangements. Recognition should go to the organizing committee members who have all

worked extremely hard for the conference programs. I hope that this conference will give

benefitstothestudents,academicstaffs,industrialpracticesandvocationalteachers.

Thankyouforyourattention.Iwishyouaveryfruitfulconference.

Prof.Dr.RochmatWahab,M.A

RectorofYogyakartaStateUniversity

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CONTENTSTitle.............................................................................................................................................................................. iPreface........................................................................................................................................................................ ivChairpersonSpeech............................................................................................................................................. vRectorWelcomeSpeech.................................................................................................................................... viContent........................................................................................................................................................................ vii

InvitedSpeakersDEVELOPINGACOMPETENCYSTANDARDFORTVETTEACHEREDUCATIONINASEANCOUNTRIESMichaelGrosch.......................................................................................................................................................... 1‐1THEROLEOFTHEPRIVATESECTORINVOCATIONALEDUCATIONAnthonyBorkett....................................................................................................................................................... 1‐9THEROLEOFTVETFORIMPROVINGECONOMICGROWTHANDLABORINASEANECONOMICCOMMUNITYERASoenarto.......................................................................................................................................................................1‐14DIGITALMEDIARESEARCHINEDUCATION:THEUSEFULNESSOFTHEINSTRUMENTALCONFLICTSTHEORYP.Marquet...................................................................................................................................................................1‐28

PaperPresentersTheme1:EstablishingthepolicyofQualityAssuranceinTVETtoprepareRegionalQualificationFrameworkTHEQUALITYOFSTUDENTS’SOCIALCOMPETENCYOFEDUCATIONALEXPERIENCEPROGRAMINVOCATIONALSECONDARYSCHOOLSSuparman,GalehNIPP,DwiW........................................................................................................................... 2‐1CURRICULUMDEVELOPMENTOFVOCATIONALEDUCATIONFORELECTRICALENGINEERINGREFERSTOTHENATIONALQUALIFICATIONFRAMEWORKFORSTANDARIZINGSTUDENTCOMPETENCE'SM.Khairudin,R.Asnawi,HerlambangS.P,TotokHeruTM,A.Candra,T.Sukisno....................... 2‐7EXPLORINGTHEMALAYSIANQLASSICPRACTICALITYSohimi,N.E,Affandi,H.M,Fadzil,H.,MohdSattar,R................................................................................2‐16VOCATIONALSCHOOLQUALITYIMPROVEMENTBYSTRATEGICPARTNERSHIPWITHINDUSTRIALSIDEZainalArifin................................................................................................................................................................2‐24THEQUALITYOFELECTRONICAPPLICATIONCOMPETITIONINVOCATIONALHIGHSCHOOLBASEDONHIGHERORDERTHINKINGSKILLSMuslikhin,Muh.Munir,PoncowaliPranoto..................................................................................................2‐30

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Theme2:TheRoleTVETtofulfillNationalEconomicGrowthandWorkforceinAECEraLABORPRODUCTIVITYUPWITHDEBURRINGTOOLINGEARPROCESSING,ACASEOFSTUDENTINDUSTRIALINTERNSHIPPROGRAMGamawanAnanto,AjiYudistira......................................................................................................................... 3‐1DEVELOPMENTOFCONTEXTUALLEARNINGTOINCREASETHESTUDENTKNOWLEDGEOFPILESINFOUNDATIONENGINEERINGNurlitaPertiwi.......................................................................................................................................................... 3‐6MOBILELEARNINGTRENDSANDCHALLENGESFORVOCATIONALEDUCATIONININDONESIARidwanDaudMahande,HermanDwiSurjono............................................................................................3‐12THEEMPOWERMENTOFVOCATIONALEDUCATIONANDIT’SCONTRIBUTIONTONATIONALECONOMICGROWTHSutartoHp...................................................................................................................................................................3‐20STRENGTHENINGCOMMUNITYCOLLEGETOIMPROVEGROSSENROLMENTRATIO(GER)OFHIGHEREDUCATIONSunaryoSoenarto....................................................................................................................................................3‐28DESIGNEXPERIENTIALLEARNINGONCOMPETENCEBASEDTRAININGCOMPUTERENGINEERINGANDNETWORKSINVOCATIONALHIGHSCHOOLRianaT.Mangesa,DyahD.Andayani...............................................................................................................3‐34MADRASAHALIYAHANALYSISFORTHEIMPROVEMENTOFVOCATIONALGRADUATES’COMPETITIVENESSTOFACEGLOBALWORKFORCEAdhanEfendi,JengIswari....................................................................................................................................3‐40VOCATIONALSTUDENTS’SELF‐AWARENESSANDLEARNINGNEEDSTOSURVIVEANDTHRIVEINTHEIRJOB‐LIFEAdiSuryani,UsmanArief,TriWidyastuti......................................................................................................3‐47THEFACTORSTHATAFFECTSTHESUCCESSOFENTREPRENEURSHIPOFFASHIONPROGRAMATYOGYAKARTAMa’rifatunNashikhah,Moch.BruriTriyono.................................................................................................3‐57IMPROVINGTHECOMPETENCEOFVOCATIONALHIGHSCHOOLGRADUATESBYTEACHINGFACTORYANDTECHNOPARKSanatang......................................................................................................................................................................3‐64Theme3:InformalSectorsandSkillsVillageasDrivesinAECVOCATIONALSTUDENT’sSKILLSENHANCEMENTTHROUGHEMPOWERINGLOCALEXCELLENCEINDEALINGASEANECONOMICCOMMUNITY(AEC)HendraJaya,YasserA.Djawad,IlhamThaief............................................................................................... 4‐1BIGBANGMODELSTRATEGYFORACCELERATIONOFLOCALGOVERNMENTREADINESSFINANCIALACCOUNTINGSYSTEMBASEDACCRUALINTHEDISTRICTKARANGANYARSitiNurlaela,SriHartono,Istiqomah.............................................................................................................. 4‐9

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VOCATIONALVILLAGEINITIATIVESFORCOMMUNITYSKILLDEVELOPMENTBASEDONLOCALRESOURCESINAECSuhendar,SiswoWardoyo,SyadeliHanafi....................................................................................................4‐21STRUGGLINGCREATIVEHOMEINDUSTRYONIMPLEMENTATIONOFMODIFIEDBEANBREAKERTOOLS‐MULTICULTURALCHARACTERBUILDINGBASESOFMERAPIVOLCANICDISASTERZainurRofiq,RA.RahmiDipayantiAndayani,DasSalirawati...............................................................4‐28THEWORKERSCOMPETITIVENESOFSMALLBUSINESSENTERPRISETOFACEASEANECONOMICCOMUNITYAGREEMENTYasrizal.........................................................................................................................................................................4‐33Theme4:EmpoweringVocationalTeacherEducationInstitutioninAECVOCATIONALTEACHERROLEINPREPARINGSTUDENTSINTHEASEANECONOMICCOMMUNITYERAHasanah,MuhammadYahya,MuhammadNasirMalik............................................................................ 5‐1TEACHERSQUALIFICATIONFORVOCATIONALEDUCATIONANDTRAININGPROGRAMINHEAVYEQUIPMENTSECTORSMoch.BruriTriyono,AchmadArifin,NurHasanah................................................................................... 5‐8INFORMATIONSYSTEMMODELOFSELF‐EVALUATIONEFFORTSTOWARDSWORLDCLASSTEACHERS'INSTITUTIONOFVOCATIONALEDUCATIONANDTRAININGEdySupriyadi............................................................................................................................................................5‐15EMPOWERINGINDONESIA’sTVETTEACHEREDUCATIONINASEANECONOMICCOMMUNITYERALutfiyahHidayati......................................................................................................................................................5‐22THECHALLENGESOFMUSICTEACHERCOMPETENCIESFORVOCATIONALSCHOOLSTOFULFILLCREATIVEECONOMYINDUSTRYDEMANDSAyuNizaMachfauzia..............................................................................................................................................5‐27INDONESIANVOCATIONALTEACHERSEDUCATIONDEVELOPMENTPutuSudira.................................................................................................................................................................5‐36

Proceedings4thInternationalConferenceonVocationalEducationandTraining(ICVET)September15,2016

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TEACHERSQUALIFICATIONFORVOCATIONALEDUCATIONANDTRAININGPROGRAM

INHEAVYEQUIPMENTSECTORS

Moch.BruriTriyono,AchmadArifin,NurHasanahFacultyofEngineering,YogyakartaStateUniversity

[email protected]

ABSTRACT

ThispaperaimstodescribethequalificationofteachersortrainersintheVocationalEducationand

Training Program in Heavy Equipment Sectors. Data were collected through interviews and directobservation to vocational and heavy equipment industries in the island of Java and Kalimantan. Dataanalysisusedisdescriptivequalitativeapproach.Theresultshowedthat:(1)informaleducation(SMK),educatorsmusthavetheacademicqualificationofatleastS1fieldsofautomotiveormachinery,capabilityofheavyequipmentincludingthebasictechnicaltraining/basicmechanic,engineintermediate,electricaltraining,hydraulicsystemandpowertrain.Technicaltraininginheavyequipmentorworkexperienceinthe industry is a plus, (2) in non‐formal education (training center industry), trainersmustmaster thematerialandbasiccompetenciesforheavyequipmentmechanics,whichissimilartothecertificateIIIformechanical, electrical and fabrication technicians and also has the ability to teach and completed thetrainingprogramfortrainersorcertificateIVfortrainingandassessment,(3)thereisaneedtodevelopqualificationsandcompetenciesforheavyequipmenteducators,whichinvolvesSMK,industry,universityandthegovernmenttoacquirethecompetenceofvocationalgraduatesthatarerelativelythesameasthegraduatesofmechanicstrainingorganizedbyindustry.

Keywords:teachersqualification,educationandvocationaltraining,heavyequipmenttechnicaltraining,heavyequipmentmechanics.

I. INTRODUCTION

Heavy equipment utilization isincreasing in the mining and constructionindustry.Thissituationleadstotheneedsofthe Human Resources (HR) with thecompetence of maintenance and repair ofheavy equipment has increased in terms ofbothquantityandquality.Heavyequipmentinquestionisalarge‐sizedmachinedesignedto perform functions such as earthworkingand moving building materials. Heavyequipment generally consists of fivecomponents, namely implements, traction,structure,powersourceanditstransmission(power train), and the control system(https://id.wikipedia.org).Heavyequipmentholds a significant factor in projects,especially those dealing with construction,mining and other large scale activities.Rostiyanti (2008: 1) explains that thepurposeofheavyequipmentutilizationistoenable people to have the works done, sothat the expected results can be achievedmore easily with a relatively shorter time.Heavy equipment that is commonly used in

construction projects, among others: (1)dozer, (2)excavatorsuchasbackhoes, frontshovels, clamshell, (3)aconveyancesuchasloader, truck and conveyor belt, (4) rollergroundsuchasrollerandcompactor.

Efforts to support the fulfillment ofhuman resources in question need to bedone in various ways, namely non‐formaleducation undertaken by an industry in theformofatrainingcenterorformaleducationsuch as vocational schools (SMK),Polytechnic, and University. HR needs inheavy equipment areas such as mechanicsand operators continue to increase everyyear.ItisaspresentedbyAssistantDirectorofAcademicUTSchoolBustamamsyahDjalalthat HR need is in correlation with theincreasing heavy equipment sales in everyyear. However, the number of workers inheavy equipment business is quite limitedcompared to the existing needs.(http://www.medanbisnisdaily.com)

One of the obstacles encountered inpreparing the human resources, especiallyheavyequipmentmechanicsandoperatorsis


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the availability of professional educatorswhosequalificationsandcompetencecanbeaccepted by the industry as the employerand administratively recognized by thegovernment in accordance with theapplicable legislation. Jalal and Mustafa(2001) describes the results of studies thatteacheristhemainfactorthatcandeterminethe success of the educational process inwhich it can be seen from the students’learning achievement. Eligible teachersprovide a significant contribution inimproving the quality of the educationalprocess such as curriculum reform,development of instructional media andapplicationoflearningmethods.

Regulation of theMinister of NationalEducation No 16 in 2007 states that ateacher shall have academic qualificationsandcompetencewhich includespedagogicalcompetence, personal competence, socialcompetence, and professional competenceacquiredthroughprofessionaleducationandintegrated in teacher performance. Anandaetal(2010:65)mentionthatteachersholdastrategic role in education. Their study toSMK teachers with a field of industrialtechnology inallareasofMalangcityshowsthat themajority of teachers (78.77%)withcertified educators have a good pedagogicalcompetence, 78.38% have a good personalcompetence, 77.42% have a good socialcompetence, and 76.95% have a goodprofessionalcompetence.

ArifRahman (2009:14) inhis studyexplains that the problem of improvingeligible teachers cannot be resolved simplyby providing sufficient salary and welfare,but it is also necessary to enhance andimprove the teachers’ competence. This iscrucial because science and technology isalwayschangingandevolvingrapidly,soitisnecessary for teachers to continue toimprove their professionalism hence theyareupdatedorevencreateanewengineeredtechnology for the benefit of widercommunities.

This paper is going to analyze thequalification of teachers/instructors invocational education and training programsin the field of heavy equipment bothorganizedby SMKand industry.The resultsof this analysis are expected to gain acomplete picture about the profile andcompetenceofvocationaleducatorsinheavyequipment field.Theseresultsarebeneficialas an input for the improvement ofcurriculum development in universities andtraining institutes to prepare educator/instructor candidates in engineeringmachine.II. METHOD

Data analysis employs qualitativedescriptive approach to the measures asproposed by Burhan Bungin (2003: 70), asfollows: (1)data collection,which is carriedout by observation or direct observation,interviews and document analysis, (2) datareduction,namelyelectoralprocessfocusingonsimplificationandtransformationofdatafromdatacollection,(3)datapresentation,adescription of a set of datawhich gives thepossibilityofdrawingconclusionsandtakingaction, (4) verification and conclusionassertion namely the interpretation of datatofindthemeaningofthepresenteddata.

The population sample is partiesinvolved and interested in theimplementation of education programs andvocationaltrainingfieldofheavyequipment,namely: SMK as education institutionsproducingmiddle‐levelworkers, a companyengaged in heavy equipment field, andcollegethatbecomesaplacetoeducateSMKteachers. The location of this sample groupspread across several cities in Java andKalimantan.III. RESULTANDDISCUSSION

Based on the results of directobservation and interviews and afterperformingdatareduction,theobtaineddataispresentedinTable1.

Table1Observationdataafterdatareduction

NO Institution LearningActivities Teachers’Qualification

1. SMKN1SingosariMalang

Learning activities are done by using ablock system. Compulsory learningresourcesaremodulesfromindustryandcombinedfromcommontextbooks.

Teacherswithabachelordegree inmechanical,automotive engineeringthathavereceivedtraininginheavyequipmentinPTTrakindoUtama


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NO Institution LearningActivities Teachers’Qualification

2. SMKBAKTIBANGSABanjarbaruKalimantanSelatan

Learningtheoryisdoneinschools,whilepractical lessons in schools andBanjarmasin UT Training Center. Thematerial is developed based on theresults of teacher training at TC UTBanjarmasin.

Teachers have a diploma degreefrom formal education and workexperience in an industry or abachelor degree; a certificate ofcompetency of heavy equipmentfromanindustry.

3. SMKPGRIBanjarbaruKalimantanSelatan

Learning theory is done in schools andsometimes by inviting guest teachersfrom the industry. Practice learning isheld in school workshops and industrialworkshops.

TeachershaveDiplomafromformaleducation and a training certificateof a company, work experience inanindustryandintegrity.

4. SMKN5BanjarmasinKalimantanSelatan

The learning process is done in schools(both theoretical and practical).Instructionalmaterials refer tomaterialsfrom industry which is obtained byteacherswhojoinindustry’straining.

Teachers have a bachelor degreefrom formal education or acompetency fromheavyequipmenttraininginanindustry.

5. SMKN1BalikpapanKalimantanTimur

Theory and practice is done in anintegrated way and later validated byteachersasarequirementtojoinindustryworkpractice.

Teacherswithabachelordegree inmechanical / automotiveengineering and teachers in acombined class have receivedtraininginTrakindo.

6. TrainingCenterPTUnitedTractorsCabangBanjarmasin

Trainingforallnewmechanicsisheldfor1year(4monthsoftheoryandpracticeatUT School, 8 months internship in aprojectsite).Thedevelopment(advancedtraining) is given in each competencyaccording to the interests and talents ofeachmechanic

Instructors shall master thematerial and basic competence ofmechanics and receive training fortrainers and other supportingtraining to improve their teachingabilities.

7. TraningCenterPTThiessContractorsIndonesia

Apprentice program is held for 8 blocks@ 6 months. Material: Basic mechanicawareness, mandatory material fromThiess,tradestream,andspecialistunits.

Instructor qualification criteria areestablished in accordance with CQUniversity, Cert IV for training andassessment.

Table 1 shows that learning activities

in the field of heavy equipment engineeringare conducted in two lines of educationnamely, formal education from vocationalschools (SMK) and non‐formal educationfrom training center in the industry. SMKorganizes heavy equipment educationprograms and the industry also conductstraining in the field of heavy equipment topreparemechanicsandoperatorspersonnel.Chairman of Heavy Equipment EngineeringProgram in SMK Negeri 1 Singosari Malangmentions the heavy equipment learningprocess is carried out using a block system.Compulsorylearningresourcesshallemploymodules from industry and learningresources from common text books.Students’ evaluation is carried out byassessors from schools and an industry.However in some vocationalrespondents/other observation objects,

there is a small difference in the learningprocess which is carrying out theory andpractice in an integrated in schools byteachers. During the education programstudents are required to join industryworkpractice for varying periods of about 2 to 6months.

The data observation also shows thattraining programs in industries are moreintensive and specific. Paimin (TrainingCenter United Tractors) states that tobecomeanewmechanicinPTUT,vocationalgraduatesshalljoinanintensivetrainingfor1 year (4months of theory and practice inthe UT School workshop, 8 months ofinternship in a project site). Furthermore,Alusiyansyah explains that the trainingprogram foraspiringmechanic inPTThiessIndonesia is in the form of an Apprenticeprogramconductedfor8blocks@6months


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inworkshops training center andPTThiessprojectsite.

One significant component whichsupports the heavy equipment engineeringlearning process is educators both teachersin vocational schools and instructors inindustry training center. Qualifications ofeducators and instructors shall be relevantand aligned with the competencies ofgraduatesdefined.RegulationoftheMinisterof National Education of the Republic ofIndonesia No. 16 of 2007 on standard ofacademic qualifications and teachers’competence explains that any teachers oreducatorsshallhaveacademicqualificationsand competency standards that applynationally. Teacher competency standardsare developed from the four corecompetencies,namelypedagogy,personality,social,andprofessional.Thispaperdiscussesonly in terms of academic qualifications,pedagogical competence and professionalcompetence.Firstly,academicqualificationiseducation requirement that shall bemet byan educator as evidenced by diplomasand/or certificates of relevant expertise.Secondly, pedagogic competence is theability of teachers/educators in managingthe learning process, recognizing thelearners’ characteristics, mastering learningtheoryandprinciplesoflearning,andbeableto develop curriculum and instructionalmedia.Lastly,professionalcompetenceistheability of teachers or educators inparticipating in the development of sciencein accordance with the areas of expertisethat is always dynamic, developing withlearning and reflective action in masteringthelearningmaterialbroadlyanddeeply.

Paimin of Training Center UnitedTractors explains that an instructor shallmasterthematerialandbasiccompetenceofmechanic by joining the Training forTrainers and other supporting training toimprove the teaching abilities. In addition,Darmawan, an instructor coordinator in PTThiess training center elucidates that aninstructor shall have skills in heavyequipmentengineeringthatarerelevanttoacertificate III for mechanical, electrical andfabrication engineering, and qualify for acertificate IV for training and assessmentissuedbyCQUniversityAustralia.Bothonly

describe the requirements of the pedagogicand professional competence, but they donot describe the academic qualificationsrequiredtobecomeaninstructor.Otherdatareveals that the majority of industrialinstructorshaveabachelordegreebutsomeof them also have the educationalbackground of high school / vocationalschoolwithworkexperiences.

In general vocational teachers’qualification in heavy equipmentengineering fulfillsgovernmentrequirementwhich is a bachelor degree in automotiveengineering ormechanical engineering. It isin line with the explanation given by theChairman of the Heavy EquipmentEngineeringProgramSMKNegeri1Singosariand the explanation of the ChairmanHeavyEquipmentEngineeringProgramSMKNegeriBanjarmasin. Teachers also shall have skillsin heavy equipment engineering includingbasic technical training/basic mechanic,engine intermediate, hydraulic system andpowertrain, electrical training, andexperience of industrial training or workexperience. Teachers who teach industrialcooperation classes are required to have acertificate of training in heavy equipmentengineering from industry partner asexplained by the Head of SMK Negeri 1Balikpapan.

Table 2 presents a comparison of thequalifications and competency of vocationalteachers and training instructors in anindustry seen from the academicqualification factors, pedagogicalcompetence and professional competence.Table 2 defines that heavy equipmentengineering educator qualifications ofvocational teachers and instructors have incommon,buttherearedifferencesinqualitystandards in terms of academic, pedagogyandprofessional.Pedagogicalcompetenceofvocational teachers is not identifieddefinitively from the observation, but it canbeassumedthatthepedagogicalcompetenceis attached to their bachelor degree. This isbecause the provision of qualifications andcompetence of vocational teachers shall bebased entirely on the rules and regulationsset by the government,while the instructorqualification prefers achievement ofgraduates’competencies.


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Table2.Comparisonofthequalificationsandcompetenceofvocationalteachersandinstructorsofheavyequipmenttraining

NoQualifications/Competencies VocationalTeachers InstructorsinIndustry

1. Academic A bachelor degree in AutomotiveEngineering or MechanicalEngineering

There is no absolute requirement. (Abachelor degree or graduated fromvocational school with considerablefieldexperience)

2. Pedagogy Unidentified TrainingforTrainers Certificate IV (training &

assessment)3. Professional basic technical training /basic

mechanic intermediateenginesystem, intermediatehydraulicsystem, intermediatepowertrain, electrical&electronicsystem,

enginerebuild.

Safety ProductKnowledge Tools BasicMachineElement BasicDriving DieselEngine HydraulicSystem ElectricalSystem DirectDriveSystem TorqflowDriveSystem Steering&BrakeSystem FinalDrive&Undercarriage Axle,Wheel&Suspension BasicRemove&Install BasicMaintenance BasicTroubleShooting

PartBookReading

The relationship between the two,

wheretherearesimilaritiesanddifferences,in order to facilitate further understandingcanbedescribedasinFigure1below.

Figure1.Chartofqualificationsandcompetence

ofvocationalteachersandinstructors.

Optimal alignment between theeducator qualification for vocationalteachersand instructorscanbeachievedbyenlargingorexpandingsections intersectingin Figure 1 above. Vocational school party

and industry facilitated by the governmentandsupportedbythecollegeonthebasisofmutually beneficial cooperation canmake amutualagreementrelatedtothecompetencyexpanding. If the section is increasinglybroad, the qualification and competence ofvocational teachers and instructor arerelatively equal so that the graduates fromboth vocational and industrial trainingcenterhavetheequalcompetencystandards.

Thus vocational graduates who willwork in the industry only require a shortertraining to become a heavy equipmentmechanic as required by the industry. Theindustrywill bemore efficient in setting upnewmechanics recruitment fromvocationalfreshgraduates.Universitiesandcollegesareexpected to actively participate in positivecontribution to generate prospectiveprofessional vocational teachers in heavyequipment field. They shall be proactive toimprove and restructure the curriculum tobeabletoproducemorecandidateswhoareready to become a vocational teacher or aninstructor in the industry’s training center.

Qualifiicaton of Instructor in Industry

Qualification of Teacher in Vocational School

Intersection of Competence/ Qualification


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This line of thought to programs ofqualification and competence developmentof heavy equipment engineering educatorsasthedescriptionaboveisshowninFigure2below.

Figure2.Thepatternofdevelopmentofqualificationsandcompetenceofheavyequipmentengineeringeducators

Figure 2 illustrates that to gain theeducator qualification of heavy equipmentengineering as vocational teachers andinstructors in the industry requires aproactive and contributive cooperation ofeach stakeholder. Particularly universitiesshall open opportunities in accepting inputrelated to the improvement of thecurriculumandthelearningprocessinorderto adjust vocational and industrial needs.Curriculum improvements include theadjustment of professional scientificcompetence that is relevant to heavyequipment technology developments.Universities shall provide sufficient time forinternshipsorindustrypracticeforstudentsof heavy equipment engineering educationprogram.

Vocational teachers qualification inheavyequipment isdevelopedbasedon thepatternasFigure2aboveandisexpectedtoobtain outcomes as follows: (a) having abachelor degree in heavy equipment

engineering, mechanical engineering orautomotive engineering, (b) havinginternship experience or industry practicesor field experience in heavy equipment, (c)having more pedagogical expertise with acertificate of training and assessment, (d)mastering the ability and professionalcompetenceofheavyequipment,aslistedinTable11above.IV. CONCLUSION

Based on the result and discussionregardingtheeducatorqualificationinheavyequipment engineering can be summarizedas follows: (1) in formal education (SMK),educators shall have the academicqualification of at least S1 fields ofautomotiveormachinery,capabilityofheavyequipment Including the basic technicaltraining/basic mechanic, engineintermediate, electrical training, hydraulicsystemandpowertrain.Technicaltraininginheavy equipmentorworkexperience in theindustry is a plus, (2) in non‐formaleducation(trainingcenterindustry),trainersmust master the material and basiccompetencies for heavy equipmentmechanics,whichissimilartothecertificateIII formechanical, electrical and fabricationtechnicians and alsohas the ability to teachand completed the training program fortrainers or certificate IV for training andassessment, (3) it is necessary to developeducators’ qualifications and competenciesby involving parties from SMK, industry,universities and the government to acquirevocational graduates’ competence that isequaltoindustrytraininggraduates.REFERENCESB. Bungin. (2003). Analisa Data Penelitian

Kualitatif: Pemahaman Filosofis danMetodologis ke Arah PenguasaanModel Aplikasi. Jakarta: RajaGrafindoPersada.

F. Arif, A. Ananda, A. Mukhadis. (2010)Kinerja Guru Kejuruan BersertifikatPendidik Ditinjau dari StandarKompetensi Guru Profesional SesuaiUndang – Undang Nomor 14 Tahun2005. Jurnal Teknologi dan Kejuruan,Vol.33,No.1,pp.65‐80.


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J. Fasli. and M. Bahrudin (2001). EducationReform, in the Context of RegionalAutonomy: The Case of Indonesia.Jakarta: Ministry of NationalEducation.

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S.Rostiyanti.(2008).AlatBeratuntukProyekKonstruksi.Jakarta:RinekaCipta.

Thompson, John F. (1973). Foundations ofvocational education: Social andphilosophical concept. New Jersey:Prentice‐Hall,Inc.

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(http://www.medanbisnisdaily.com). wasaccessedon1August2016

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