Abstract
21st Century Learning shifts the learning paradigm to change the way of learning and teaching. Organizing education containing three aspects of work readiness (knowledge, attitudes, and skills) is challenging for educators. Many educators only use the explanation method in vocational guidance, and do not fully use the demonstration method of learning machining practices related to how to work, how to behave in the workplace, and how to comply with regulations in the workplace, this causes many graduates who only have minimal competence, so they are not according to industry standards. This study aims to determine the effect of integrated vocational guidance on student work readiness in Vocational High Schools. This research is quasi-experimental research with a quantitative approach. The experimental design used was a pretest-posttest non-equivalent control group design. This study used a control group with an explanation method and an experimental group with a demonstration method. In the explanation method in this study, the teacher explains how the machine works verbally, while in the demonstration method, the teacher demonstrates how the machine works and operates it, followed by student activities practising it again in the machine laboratory. The population of this study were students of the Mechanical Engineering Expertise Program. Data collection is done by observation and tests. Observations were used to collect data on technical skills and work attitudes. The test is used to collect data on aspects of basic knowledge. The results showed that: (1) The value of work readiness (knowledge, attitudes, skills) using the explanation method based on the Minimum Completeness Criteria (MCC); (2) The value of work readiness (knowledge, attitudes, skills) with the demonstration method above the MCC. This research has practical implications for vocational teachers who provide vocational guidance services with demonstration methods to students, especially the latest technological advances for learning, such as the use of the internet, digital technology, VR/AR, etc.
Keywords: Demonstration method, Vocational school, Integrated vocational guidance, Employability skill, Work readiness
1. Introduction
Unemployment is a current issue for many countries' workforces. Labour is closely related to work readiness. Work readiness necessitates competence and its relationship to work skills, both hard and soft skills. In Indonesia, the determinants of employment for vocational school graduates are soft skill competencies, which are highlighted by nearly 90% of industries in the industrial revolution 4.0 era [[1], [2], [3]]. As a result, it is critical to revitalize vocational education, particularly in the proportional allocation of soft skills in the curriculum and teaching methods, so that vocational school graduates have a high chance of successfully obtaining jobs and careers in the era of the industrial revolution 4.0, as well as job shifts due to the socio-cultural impact of society 5.0 in Indonesia.
Applying technical skills and knowledge to the workplace necessitates abilities, skills, and traits related to intrapersonal or character aspects in addition to technical knowledge. Soft skills are commonly used to describe these intrapersonal abilities [4,5]. The relevance of employability skills requires an increase in soft skills for prospective future employees entering the local workforce [6]. The quality of character excellence is very important for prospective workers. This will differentiate itself from other competitors. Technical and academic skills can be more effective by having character advantages in prospective workers. This is better known as soft skill [7]. Hard skills are skills related to technical aspects in the context of processes, procedures, tools, and techniques to perform several tasks in a job considering the acquisition of knowledge in project management situations as well as the basis for the development of educational curriculum, future profiling of job and the technical functions that the industry desired most [[8], [9], [10]]. American Management Association (AMA) states that 75% of the success of a job in the long term depends heavily on soft skills, while only 25% depends on hard skills [11].
The major issue confronting the world of work today is that perceptions and expectations of how to attract good workers toward the employability skills that vocational students should possess are still very low, if not non-existent [12]. The Open Unemployment Rate demonstrates the employability ability of Vocational School graduates. The Open Unemployment Rate (OUR) is a measure of workers who are not being absorbed by the labor market [13]. According to the Indonesian Central Bureau of Statistics, the largest contributor to the OUR from an educational background in February 2020 is Vocational High Schools (VHSs), which is higher than Senior High Schools (SHSs), amounting to 8.49%: 6.77%. Furthermore, according to Ohara et al. the average proportion of students from the two schools is 63.39%: 36.61% [14]. This proportion contributes to the disparity in the unemployment rate. Similarly, the Ministry of Education and Culture (MoEC) has a 70%:30% policy for VHSs and SHSs [14]. The challenge for Vocational High Schools is to prepare students as prospective workforce members by providing learning through existing school facilities and infrastructure.
Vocational education is education that focuses on technical and practical skills while also developing the essence and existence of cultured human competencies in the order of life of local, national, and global dimensions so that students can enter the labor force directly [15,16]. The National Education System Law of the Republic of Indonesia No. 20 of 2003 defines vocational education as secondary education that prepares students primarily for work in specific fields. Similarly, the Attachment to the Regulation of the Authorized Budget User Unit of the Work Unit of the VHS No. 1146/D5.6/KU/2019 regarding the implementation of graduate marketing (job matching) in 2019 explained that vocational education is a dynamic level of education in making changes to the education curriculum in accordance with labor market growth and adapting to the development of science and technology [17].
Students in vocational schools are prepared with a variety of skills in accordance with the demands of the labor market. Graduates who are skilled and productive are in high demand in business and industry, particularly in the ASEAN Economic Community era (AEC). The lack of support for the number and quality of productive teachers is the difficulty of vocational schools in creating quality learning that is relevant to the needs of the business and industry world [18]. Quality productive teachers must develop learning methods in order to provide students with educational experiences. According to Ref. [19], students' educational experiences must include the development of basic knowledge, technical skills, and positive work attitudes. In developing the educational experience of students in vocational schools, quality learning at the very least forms basic knowledge, technical skills, and positive work attitudes. Because it can bring lessons to life and make the learning process of teaching science more fun and interesting, the demonstration is useful as an effective educational platform for facilitating and developing learning [20]. Productive teachers must use demonstration methods in guidance and teaching in order to achieve quality learning in forming basic knowledge, technical skills, and positive work attitudes for students with educational experience for occupations.
Teachers are professional educators who educate, teach, guide, direct, train, assess, and evaluate students in accordance with Government Regulation (GP) 19 of 2017. Articles 25 and 26 of the Minister of Education and Culture's Decree No 0490/U/1992 define vocational guidance as general and vocational guidance. Vocational guidance in vocational schools aims to help: 1) prospective students obtain accurate information about the appropriate field and program of expertise; 2) participants develop themselves optimally, particularly in the chosen field/program of expertise; and 3) graduates market their expertise appropriately and live independently. Implementation of vocational guidance (VG) on an organizational and operational level in accordance with Ministerial Decree No. 0490/U/1992 articles 25, 26, 27. The role of teachers as educators in providing teaching, mentoring, and guidance from careers and occupations in each of the existing majors (particularly in the mechanical engineering expertise program) to increase student readiness to work in a vocational school through learning facilities and infrastructure. Instruction and guidance on occupations includes not only a discussion of careers through explanation, but also the delivery of various information on teacher experiences in the industry through demonstration of work attitudes, good working habits, work ethics, and how to maintain health, safety, cleanliness, and work standards in the industry.
Based on some of the problems mentioned above, it is necessary to prepare a competent workforce, particularly in vocational education through the vocational guidance method implemented by teachers, so that students are work-ready in accordance with work competency standards and the national qualification framework. As a result, the purpose of this study is to compare the effect of integrated vocational guidance with the demonstration method versus the explanation method on the work readiness of vocational students in Yogyakarta, Indonesia. The study's findings have practical implications for vocational educators in guiding students to improve their work readiness.
2. Literature review and theoretical background
2.1. Work readiness of mechanical engineering expertise program
The success of learning outcomes in vocational education or other training education is defined as work readiness. According to Fenech et al. [21], the components required for work readiness or competence include technical knowledge, skills, and abilities.
The Indonesian National Work Competency Standards (SKKNI) and the Indonesian National Qualifications Framework are used to define job readiness in Indonesia (KKNI). SKKNI is used as a reference for developing competency-based education/training programs and curricula (up to and including learning modules) for use in educational/training institutions. KKNI is the embodiment of the Indonesian nation's quality and identity in relation to the national education system, national job training system, and national learning outcomes assessment system, all of which are owned by Indonesia and are designed to produce quality and productive national human resources. Job readiness in the SKKNI and KKNI includes knowledge, attitudes, and work skills related to their field of expertise.
Work readiness in vocational school students, particularly in mechanical engineering expertise programs, refers to the following components: (1) technical knowledge, which includes basic knowledge of how tools and machines work, reading worksheets, and selecting work tools; (2) abilities, which include attitudes, behavior, and work character in the practical work process (work steps and procedures), caring for work tools, maintaining the work environment (cleanliness), obeying work safety, work discipline, complying with work regulations, and working as part of a team. (3) technical skills in operating tools and machines, as well as the resulting products [22].
2.2. Vocational guidance
Teachers' competence and attitudes toward vocational instruction (guidance) are critical to the success of vocational programs, which have been implemented in secondary schools to help students see the relevance of education to work [23]. Another thing that needs to be investigated is the teacher's intentionality in didactics, such as the choice of focus material (target), the meaning of specific jobs/tasks in teaching in the delivery of results-based curriculum that students need to develop integrative knowledge [23,24].
Educational guidance, career guidance, and vocational guidance are the three terms used in the field of guidance and counselling. In Germany, the role of vocational guidance is related to the service aspects of general guidance, tasks, and fields such as workforce demand, vocational orientation, apprenticeship, and training [25]. The administration of vocational fields is the focus of vocational guidance in Vocational High Schools. Vocational guidance developed in VHSs can be integrated into curriculum implementation through a learning process that includes both classroom and practical theory, as well as curricular or extracurricular activities [26].
The process of promoting an integral and individualized education and optimizing learning for students, in personal, academic, and professional dimensions, must be built through student guidance [27]. Teachers in vocational schools are responsible for educating, teaching, guiding, directing, instructing, training, assessing, and evaluating students based on their vocational fields. Teachers in machining engineering subjects are responsible for shaping students' knowledge, attitudes, and skills in the classroom and workshop so that they are prepared to work through assignments that require both theory and practice. The productive teachers provide occupation-related direction and guidance in the workshop.
2.3. Research question (RQ)
RQ1
What is the level of student work readiness (knowledge, attitudes, skills) guided by the explanation method of vocational guidance?
RQ2
What is the level of work readiness of students (knowledge, attitudes, skill) guided by the demonstration method of vocational guidance?
3. Materials and methods
3.1. Method
This research method uses a quantitative design, namely quasi-experimental research. Experimental research seeks to determine whether a particular treatment affects outcomes. The researcher assessed this by assigning special treatment to one group and withholding it from the other and then determining how both groups rated an outcome [28].
Two different practical learning methods were used in this study, namely the explanation method and the demonstration method. The explanation method is a method used in the control group that is commonly used by most teachers in the practical learning of machining techniques. The demonstration method in this study is that the teacher sets an example for students by practising how the machine works and operating it in front of them, and then students follow the path that the teacher has taught them at the same time in the laboratory. The experimental group was subjected to the demonstration method (class). The researcher created two types of instruments to collect research data: (1) observation sheets and (2) test question sheets (pre-test and post-test). The observation sheet evaluates two aspects of job readiness: (1) attitudes and (2) skills, whereas the test question sheets, both pre-test and post-test, evaluate only one aspect of work, namely knowledge. The references on observation sheets and question sheets are drawn from relevant government regulations, specifically the Indonesian National Work Competency Standards (Standar Kompetensi Kerja Nasional Indonesia/SKKNI). The researchers completed the observations by observing all practical activities in the machine laboratory, whereas students completed the question sheets before beginning practice (pre-test) and after finishing practice (post-test) (post-test).
The validity, reliability, and full compliance with research ethics were all tested on data from observations and tests. Ratified and signed by the Academic Research Committee of the Postgraduate Technology and Vocational Education Program, Yogyakarta State University (Numbers: 8490/UN34.17/LT, 11559/UN34.17/LT, 11622/UN34.17/LT, 11613/UN34.17/LT) and has received approval from all patients/participants of experimental research.
3.2. Research design
The design used in this study is a quasi-experimental design with a form of a nonequivalent control group design. This design is almost the same as the pretest-posttest control group design. In this design, a popular approach to quasi-experiments, the experimental group and the control group are selected without random assignment [28].
The experimental group is machining engineering class 4, and the control group is machining engineering class 3. Before receiving treatment in the experimental group, both the control and experimental groups were given a pretest to determine the suitability of the group situation. Following treatment, both the control and experimental groups were given a posttest test to determine the group's condition. The explanation method is already used in vocational high schools in the control group, whereas the experimental group receives an integrated vocational guidance treatment with a demonstration method. Fig. 1 depicts the design that served as the foundation for this research.
Fig. 1.
Research design.
The aspects to be studied are three in number: knowledge, attitudes, and skills toward student work readiness in lathe machining through vocational guidance from experienced teachers/instructors who are adjusted to the nature of the work in situations in the workplace or industry. Fig. 2 depicts work readiness.
Fig. 2.
Aspects of work readiness.
3.3. Participants
This research was conducted in one of the vocational schools in Yogyakarta district, Indonesia with the following considerations: (1) very minimal vocational guidance programs that involve guidance and counselling teachers, vocational teachers, and heads of expertise programs; (2) from data on 300 graduates in 2021, percentage of graduates who work below 50%.; (3) a decrease in the quality of student competencies in the Student Competency Contest (SCC) organized by the Directorate of Vocational High School Development at the national and provincial levels. The study received approval from the Headmaster of the School and the Chair of the Expertise Program.
The population in this study were students of class XI Mechanical Engineering in the 2021/2022 academic year which consisted of 4 study groups. Class XI was taken as the study population with the consideration that: (1) Class X students have not yet received the lathe machining subject (Decree of the Director General of DIKDASMEN Number: 07/D.D5/KK/2018 about the Curriculum Structure of SMK/MAK), so it cannot be involved in this study; (2) Class XII students get lathe machining subjects but collided with the division of industrial work practices so that it has difficulty to involve in this research. With the two considerations mentioned above, it is worthy to be the population of this study as class XI.
This study used two groups: a control group and a treatment group. The explanation method was used by the control group, while the demonstration method was used by the treatment group. The control group consisted of 16 students, as did the treatment group, which also consisted of 16 students. For experimental research, sample sizes as small as 10 to 20 [29] are possible; (4) Krejcie Morgan's formula, based on the calculation results, yielded a sample size of 11.95 or rounded up to 12, which is the smallest sample reference.
3.4. Procedure
This study has three stages: (1) pretest, (2) observation, and (3) posttest. The procedures used in the implementation of integrated vocational guidance in productive learning of lathe machining are based on Thomas Sukardi's model, as shown in Fig. 3 and Table 1.
Fig. 3.
Research procedure flowchart.
Table 1.
Integrated vocational guidance model.
| Stage | Learning in Shoptalk | Aspect |
|---|---|---|
| Opening | Student attendance and opening prayer | |
| Division of task or worksheets | ||
| Vocational Guidance | National Character | |
| Work Character | ||
| The activities | Student practice activities | Implementation of Vocational Guidance, |
| Teacher/instructor activities | Guidance, Accompanient, Supervision | |
| Closing | Student attendance | |
| Evaluation of teaching and learning/vocational guidance | Machinery/tools and cleanliness | |
| Closing prayer |
The contents of the integrated vocational guidance model in Table 1 have the following characteristics: (1) the character of the nation (honest, faithful, pious, noble, healthy, capable, knowledgeable, creative, independent, democratic, responsible); and (2) the character of work with practical work processes (ability to read pictures, work steps, choose work tools smartly, determine work steps/procedures, determine work criteria, use work tools skillfully, treat work tools, maintain work tools). The topic of teacher guidelines in providing vocational guidance is selected and adjusted to the needs of vocational students as prospective technicians/machine operators which include: (1) mental blockade; (2) build trust; (3) early career planning; (4) career and personal problems in adolescence; (5) anticipate career paralysis; (6) understanding smart work; (7) overcoming communication gaps; (8) the main capital of job seekers; (9) tips on getting a job; and (10) negotiating at work [22].
The process of integrated vocational guidance in lathe machining learning is:
-
●
Student attendance, prayer, distribution of worksheets, and vocational guidance (work attitudes, work safety, working procedures according to Standard Operating Procedures). At the beginning of learning the lathe, the teacher or instructor asks students to apples, pray, and read worksheets for 10 min, then proceed with vocational guidance by providing information on work attitudes, work character, work safety, skills, discipline. It aims to provide concrete information on how to work in the industry.
-
●
Machining practice activities. During the machining of the workpiece lathe, students implement the information that has been received and the teacher provides guidance, assistance, and supervision
-
●
Student attendance, evaluation of work character, closing prayer.
At the end of the activity, the teacher or instructor conducts an evaluation of work characteristics on learning machining practices and machine cleanliness.
3.4.1. Demonstration method (Experimental Group)
The application of the demonstration method through the media of concrete objects can improve student learning outcomes in concept mastery abilities [30]. Integrated vocational guidance procedures with demonstration methods include: (1) prepare tools and materials for learning lathe machining; (2) pretest in the experimental group with question material developed by researchers on lathe machining; (3) distribute lathe machining worksheets; (4) observation of the integrated vocational guidance process using demonstration methods of student work readiness (productive teachers guide with demonstrations); (5) posttest.
3.4.2. Explanation method (Control Group)
Explanation is seen as a tool for describing relevant phenomena (operation or circumstances), developing students’ logical thinking, and guiding students by inductive judgement to generalizing [31]. Integrated vocational guidance procedures with explanation methods include: (1) prepare tools and materials for learning lathe machining; (2) pretest in the control group with question material developed by researchers on lathe machining; (3) distribute lathe machining worksheets; (4) observation of the integrated vocational guidance process using explanation methods of student work readiness (productive teachers guide with explanation); (5) posttest.
3.5. Instruments
The research instruments used were observation sheets and tests (Appendix). The observation sheet refers to SKKNI and KKNI. The observation sheet was developed from SKKNI and KKNI by researchers to assess aspects of students' attitudes and work behavior (attitudes) and technical skills (skills) adapted for the machining expertise program that has been validated by the validator.
The attitude observation sheet developed by referring to the aspects of work readiness which is transformed into the field of mechanical engineering are: (1) work attitude [32], namely work attitude diligently, thoroughly, and does not interfere with other people's machining processes; (2) work character [33], namely discipline in work (coming, working, returning); (3) human resource management in the workplace [33], namely work safety (working in machinery in a safe manner); (5) work ethics [16], namely maintenance of work tools and machines (cleanliness of tools); (6) resilience [33], namely resilience in accepting criticism of the machining process and work completion. Assessment of work attitudes and behavior with an intensity checklist in student work activities, from indicators always, rarely, never. The skill observation sheets developed with reference to the worksheets are: (1) general tolerance, turning diameter 36, 26, 16 mm, length 45, 25, 5 mm, champer 4 × 1x45°; (2) special tolerances, diameter 22 mm ± 0.02; (3) subjective, N8, N7 22 mm in diameter, and 0.2 × 45° deburring. Assessment of technical skills with a checklist of scores listed on the skill observation sheet by looking at the student production results.
Researchers developed multiple-choice test (pre-test and post-test) questions to assess students' basic knowledge with material that is in accordance with the Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran/RPP) in VHS, which refers to learning resources, specifically the Lathe Machining Technique Book 1 compiled by the Directorate of Vocational Development to achieve students' basic competencies.
Data collection techniques that will be carried out in this study using:
3.5.1. Observation
Observation is an empirical research method used in quantitative and qualitative naturalistic research that focuses on understanding behavior and interactions that occur in real time to study the processes and products of creativity in a learning context [34].
In this study, observations are direct observations made by researchers to observe, record, and assess the activities of students' attitudes and behavior at work, as well as student production results in learning lathe machining techniques (Appendix 1). Observations were made between October and December of 2019. (with consideration of the validity of the research design). Prior to the observation, the researcher recorded and documented the personal data of students who would work according to the machine used, in class XI of the Mechanical Engineering Expertise Program at the Vocational High School in Yogyakarta district, to ensure that the data used for observation was appropriate. The researcher observed two machining teachers performing treatment in accordance with the material in the integrated vocational guidance model, using explanation and demonstration methods. Observations began with: (1) opening, which included student applause, worksheet distribution, and integrated vocational guidance for 20 min; (2) core/practicum, which included practical activities of machining lathe techniques and teacher activities in guiding, accompanying, and supervising for 165 min; and (3) closing, which included evaluating the cleanliness of tools and machines and a closing prayer for 20 min.
3.5.2. Test
Relevant studies are included in the terminology of work readiness competencies, graduate competencies, ready-to-work graduates, and work readiness skills [19]. Graduates who are ready to work and have the necessary competencies, according to Ref. [35], will be better prepared for the transition to work, namely graduates must have special knowledge, skills, and attitudes. Basic knowledge of machining is relevant to the field of mechanical engineering.
The test used in this study was designed to collect information about students' fundamental knowledge of machining techniques (Appendix 2). Work readiness indicators in mechanical engineering competence include: (1) identifying lathe parts based on their types and functions; (2) using a lathe rotating speed for various material cutting speeds; and (3) identifying cutting tools suitable for turning work. Students are given a pretest and a posttest before taking the exam. Before administering treatment and assigning machining tasks with worksheets in the workshop, a pretest is administered. The posttest is administered following machining work in the workshop.
3.6. Validity of the research design
3.6.1. Internal validity
Internal validity control is intended to ensure that the results of this study are the result of the treatment given to the experimental groups [35]. Internal validity that needs to be controlled includes: (1) history; (2) maturation; (3) instrument influence; (4) intergroup contamination.
3.6.2. External validity
External validity control is needed so that research results can be generalized to the population [36]. External validity controls include: (1) population validity; (2) ecological validity.
3.7. Instrument validity and reliability
The research instrument was validated by expert judgment and validated by the Pearson correlation method using SPSS 24.0 Pearson Correlation software with a significance level of 5%, meaning that validity reached 95%. The results of the validity of the instrument using SPSS 24.0 show that r arithmetic > r table (0.339). In testing the reliability of this research instrument, the reliability coefficient uses the Cronbach's Alpha formula. Calculation of instrument reliability with the application of SPSS 24.0 reliability analysis results obtained are 0.877.
3.8. Data analysis technique
The data analysis technique used in this study is parametric statistics, which is based on the numerical scale of the data taken or measured. Data interpretation is done by describing the meaning behind the numbers.
Work readiness profiles are created by calculating the average value of basic knowledge (pretest-posttest), technical skills (observation), and work attitudes (observation) for each class. Meanwhile, the average difference test or t-test between the experimental class data and the control class is used to assess the effectiveness of integrated vocational guidance. The independent T test is the appropriate statistical procedure in this case because the researcher compares two sample groups to determine the impact of teaching methods on student performance [37,38].
4. Results
4.1. Normality test
From basic knowledge, work attitude, and technical skill data, the normality test uses the Kolmogorov Smirnov Test with the SPSS for windows version 24.0 program. Criteria for testing and decision making in data are normally distributed if the significance level is greater than 0.05 or (P. sig) > 0.05 (α = 5%). The results of the analysis of the normality of knowledge, attitude, and skill data of students applying the demonstration and explanation methods can be seen as in Table 2.
Table 2.
Normality Data test results.
| Group | Method | Data | Normality |
|---|---|---|---|
| Asymp. Sig. (2-Tailed) | |||
| Control | Explanation | Pretest | 0,809 |
| Process | 0,530 | ||
| Attitude | 0,065 | ||
| Product | 0,924 | ||
| Posttest | 0,463 | ||
| Overall Value | 0,957 | ||
| Experimental | Demonstration | Pretest | 0,642 |
| Process | 0,176 | ||
| Attitude | 0,446 | ||
| Product | 0,912 | ||
| Posttest | 0,595 | ||
| Overall Value | 0,809 |
Basic knowledge, work attitude, and technical skill data normality tests that use the demonstration and explanation methods obtain a significance level greater than 0.05 or (P. sig) > 0.05. In accordance with the criteria of data testing and decision making, it shows that the distribution of basic knowledge, work attitude, and technical skill data of student learning outcomes using the demonstration and explanation methods is normally distributed.
4.2. Homogeneity test
Homogeneity test is intended for testing the similarity of different treatment variances. Homogeneity prerequisite test after knowing basic knowledge, work attitude, and technical skill data of normally distributed students who apply the demonstration and explanation method using the Levenes Test with the SPSS for windows 24.0 program at a significance level of 0.05. The testing criteria and data decision making are homogeneous if the significance level is greater than 0.05 or (P. sig) > 0.05 (α = 5%) and the Levene Test is smaller than the F table (4.41). Homogeneity test results on cognitive, affective, process and student products that apply the demonstration and explanation methods can be seen in Table 3.
Table 3.
Homogeneity data test results.
| Data | Homogeneity |
|
|---|---|---|
| Levene Statistic | Sig | |
| Pretest | 1,813 | 0,140 |
| Process (Technical Skill) | 0,299 | 0,589 |
| Attitude | 0,181 | 0,674 |
| Product (Technical Skill) | 2,324 | 0,138 |
| Posttest | 0,125 | 0,726 |
| Overall Value | 0,113 | 0,739 |
The results of analysis of basic knowledge, work attitude, and technical skill data of students who use the demonstration and explanation methods obtain significance greater than 0.05 or (P. sig) > 0.05, while the Levene Test is smaller than 4.41. Referring to the data testing and decision-making criteria, it can be concluded that the basic knowledge, work attitude, and technical skill values of students who apply the demonstration and explanation methods are homogeneous or come from populations that have the same variants.
4.3. Hypothesis test results
Testing the hypothesis of this study using a t-test that is independent sample t-test which was calculated with the help of SPSS for windows 24.0. Test criteria are if -t table ≤ t arithmetic ≤ t table or significance >0.05 then Ho is accepted and Ha is rejected, if -t arithmetic < -t table or t arithmetic > t table or significance <0.05 then Ho is rejected, and Ha accepted. Based on these provisions, the t table is 2,042. The hypothesis in this study is: (1) H₀: μe = μc (implementation of integrated vocational guidance in the experimental group does not have more work readiness compared to the control group); (2) Ha: μe ≠ μμc (implementation of integrated vocational guidance in the experimental group has more work readiness compared to the control group). Independent T test to prove the hypothesis through the results of the analysis of the significance of cognitive, affective, and psychomotor data. Analysis of the Independent t-test with the SPSS for windows 24.0 program can be seen in the following Table 4.
Table 4.
The results of the analysis of independent samples t-test.
| Data | Group | Mean | Sd | t | df | Sig. (2-Tailed) |
|---|---|---|---|---|---|---|
| Pretest | Control | 45,221 | 6,249 | 0,166 | 30 | 0,908 |
| Expertimental | 45,558 | 11,004 | ||||
| Process (Technical Skill) | Control | 62,500 | 10,206 | 9,944 | 30 | 0,000 |
| Expertimental | 94,531 | 7,864 | ||||
| Attitude | Control | 62,847 | 4,850 | 20,416 | 30 | 0,000 |
| Experiment | 95,484 | 4,116 | ||||
| Product (Technical Skill) | Control | 62,847 | 4,850 | 20,416 | 30 | 0,000 |
| Expertimental | 95,484 | 4,116 | ||||
| Posttest | Control | 88,877 | 4,659 | 3,416 | 30 | 0,002 |
| Expertimental | 93,743 | 3,278 | ||||
| Overall Value | Control | 77,205 | 3,308 | 4,905 | 30 | 0,000 |
| Expertimental | 82,902 | 3,628 |
The results of the analysis or the independent t-test output can be seen that the pretest value of learning outcomes aspects of basic knowledge using the demonstration and explanation method obtained a significance level greater than 0.05 or (P. sig) = 0.908 > 0.05. The results of the analysis or the results of the independent t-test can be seen that the posttest scores, work attitude, and technical skill of students who use demonstration and explanation methods obtain a significance level of less than 0.05 or (P. sig) = (0,000; 0,000; 0,000; 0.020) < 0.05. Referring to the criteria and decision-makings shows that the posttest, work attitude, and technical skill of students using the Demonstration method are not the same as the posttest, affective, and psychomotor students who apply the Exploration method or there are significant differences. The results of the analysis or the independent t-test output can be seen that the value of the product using the demonstration and explanation method obtained a significance level of less than 0.05 or (P. sig) = 0.002 < 0.05. Referring to the criteria and decision-making, it shows that the products of students who use the demonstration method are not the same as the products of students who apply the explanation method or there are significant differences. Independent T test to prove the hypothesis through the results of the analysis of the overall significance of the data between the control group and the experimental group with the SPSS for windows 24.0 program can be seen in Table 5.
Table 5.
Results of t-test analysis of independent samples of control and experimental groups.
| Group | Method | Mean | Result(a) | Sd | t | df | Sig. (2-Tailed) |
|---|---|---|---|---|---|---|---|
| Control | Explanation | 67,328 | < MCC | 3,633 | 11,781 | 30 | 0,000 |
| Experimental | Demonstration | 82,451 | >MCC | 3,628 |
Minimum Completeness Criteria (MCC): 75,00.
The results of the analysis or the results of the independent t-test can be seen that the total value of basic knowledge, work attitude, and technical skill of students who apply the demonstration and explanation methods obtained a significance level of less than 0.05 or (P. sig) = 0.000 < 0.05. Referring to the criteria and decision-making shows that the number of students who use the demonstration method is not the same as the number of students who apply the explanation method or there is a significant difference. Based on the results of the above analysis, it can be said that the null hypothesis which states that the application of integrated vocational guidance in the experimental group has no more work readiness than the control group is rejected. In other words, it can be said that the application of integrated vocational guidance in the experimental group has more work readiness than the control group. Furthermore, work readiness between the control group explanation method and the demonstration method is indicated by their respective values. The mean value of the control group's explanation method was 67,328 and the experimental group's demonstration method was 82,451.
From Fig. 4, the use of explanation and demonstration methods in vocational guidance has an impact on work readiness which can be seen from the average value of the sum of aspects of basic knowledge, work attitudes, and technical skills. The percentage of work readiness in the experimental group was greater than the control group, namely 82.45%: 67.33%.
Fig. 4.
Work readiness value.
5. Discussion
Guidance as the degree of conceptual information can be defined as assistance that explicitly or implicitly provides specific rules and strategies to help students perform (a prescribed or self-chosen) activity correctly and successfully [39]. The teacher's role is very important in guiding his students. Teachers at vocational high schools are expected to provide guidance to assist activities with specific rules and strategies. In addition, vocational teachers are also expected to provide work experience and specific occupational knowledge to their students in order to facilitate school-to-work transition [40]. Thus, the concept of vocational guidance taught in vocational high schools is expected to provide assistance with specific rules and strategies so that vocational activities related to student occupations can be carried out correctly and successfully, thereby forming employability skills.
Demonstrations in science encourage generalization because they promote active involvement by students and also enhance students' attention level [20]. Demonstration method consists of condensing information received by students into concrete objects, concrete actions, or object substitutions, actions, or phenomena [41]. The use of demonstration methods in vocational guidance has a positive impact compared to the explanation method. This is rational because with the demonstration method, the teacher is able to show real activities about the material presented, so students are more homogeneous in receiving information and if there are difficult problems that can be directly asked. Meanwhile, when explanation is used as a method of vocational guidance, the information received by students remains abstract if it is associated with the lathe machining practice activities performed by students. Learners must translate abstract information into concrete actions. The appropriate method is expected of vocational schools as a training institution in preparing students to have knowledge, attitudes, and skills in order to become members of vocational practice or workers. Improving learning processes by utilizing various teaching methods will improve quality [42]. According to the findings, the demonstration method used in integrated vocational guidance to provide concrete information, concrete objects, concrete actions, or object substitutions, actions, or phenomena, can shape student work readiness, particularly in lathe machining practices. Work readiness is critical when learning lathe machining techniques. The work readiness of vocational school students can be shown from their knowledge, work attitudes, work skills, technical skills, and work practice learning characteristics. Practical learning is a learning process in which students engage and experience themselves, following the process of material they have learned, thereby developing all the affective, cognitive, and psychomotor potentials of students [43]. Practicum is an excellent tool for developing job readiness, particularly in educational settings, because it teaches the necessary knowledge, attitudes, and skills. Practical activities are conducted in vocational schools in a structured manner [42]. Teachers' vocational guidance in developing basic knowledge, work attitudes, and technical skills can support work readiness, allowing the machining process to run safely and comfortably in accordance with appropriate procedures.
Vocational teacher guidance for vocational students, specifically in developing students' quality as members of future vocational practice [44]. Demonstration-based guidance promotes active learning, allowing students to effectively acquire the necessary knowledge, attitudes, and skills [[45], [46], [47], [48], [49], [50], [51], [52], [53], [54]]. Students gain concrete information in their work using this demonstration method. The integrated vocational guidance model focuses on the work character formed during machining learning. It is critical for students to learn in the vocational field in practical workshops so that they are ready to work after graduating from vocational school.
6. Conclusions
According to the study's findings, this study implies that: (1) the value of work readiness (knowledge, attitudes, and skills) using the method of explanation under the Minimum Completeness Criteria. It means that there is no significant effect of conventional or explanations on students' work readiness on lathe machining techniques; (2) the value of work readiness (knowledge, attitudes, and skills) with the demonstration method is greater than the Minimum Mastery Criteria. It means that the instructor or teacher can use the demonstration method to guide students in conveying concrete information about machining knowledge, machining technical skills, job selection, machine selection, teamwork, work regulations, work safety, character, and a safe and comfortable work attitude in order to be work ready. Instructors or teachers with industrial experience in lathe engineering skills, work attitudes, and knowledge of lathe work and work environment can use the demonstration method.
The limitations of this study are as follows: (1) the learning materials for the Mechanical Engineering Expertise Program are only for the first semester; (2) work accidents still occur in the workshop during the research process using the explanation method, namely the broken lathe chisel; (3) the processing time of machining products exceeds the specified limit; and (4) further researchers can develop a theory of vocational guidance activities in vocational schools before students.
This research suggests that there is a need for vocational guidance in relation to vocational learning, technological transformation implemented in educational institutions, and emerging technologies, such as the incorporation of augmented reality, virtual reality, cyber physical systems, and the internet of things in learning.
Declarations
Author contribution statement
Rochmad Novian Inderanata: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.
Prof. Thomas Sukardi: Conceived and designed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.
Funding statement
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Data availability statement
Data will be made available on request.
Declaration of interest’s statement
The authors declare no competing interests.
Footnotes
Supplementary data to this article can be found online at https://doi.org/10.1016/j.heliyon.2023.e13333.
Contributor Information
Rochmad Novian Inderanata, Email: rochmadnovian.2020@student.uny.ac.id.
Thomas Sukardi, Email: thomas_sukardi@uny.ac.id.
Appendix A. Supplementary data
The following is/are the supplementary data to this article:
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Supplementary Materials
Data Availability Statement
Data will be made available on request.