175 | VANOS Journal Of Mechanical Engineering Education
Design of Vocational Assistance Management System for Vocational Schools Base on Android Applications
Atep Iman1, Reza Mauddy Raharja2, Asimul Alim3, Kiki Sofiani4
1Mechanical Engineering Education, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia
2Early Childhood Education Programs, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia
3Mechanical Engineering Education, Faculty of Teacher Training and Education, University of Sultan Ageng Tirtayasa, Indonesia
4Communication Studies, Faculty of Social Science and Political Science, University of Sultan Ageng Tirtayasa, Indonesia
Ciwaru Raya Street, No. 25, Cipocok Jaya District, Serang City, Banten, Indonesia Corresponding author: [email protected]
Received: 04 October 2022. Accepted: 05 November 2022. Published: 30 November 2022
ABSTRACT
The Covid-19 pandemic (corona virus disease-2019) is an acute problem that has a multidimensional impact on all sectors of life, one of which is the education sector. Based on the Decree of the Ministry of Education and Culture (Kemdikbud) through Circular Number 4 of 2020, it decided to postpone all school activities and switch to online learning or distance learning (PJJ). Changes in the learning scheme are considered to have a negative impact on the learning process, especially student learning outcomes. Vocational High School (SMK) students also experience this problem more, which in their learning process prioritizes practice in mastering vocational skills and abilities. As a result, many students experience a decrease in the value of learning outcomes and mastery of the abilities they learn due to minimal or even no direct practical learning experienced by SMK students. Therefore, a solution is needed to support the learning process for vocational students during the Covid-19 pandemic, one of which is through designing a vocational assistance management system (SIMAK SMK) based on an android application. In the development process, research procedures were carried out through literature studies and field studies, then producing media by making flowcharts, then making media according to the design that had been made. The final stage is media evaluation which is validated by educational evaluation experts and educational technology validation experts to see the feasibility of the media and make reports.
Keywords: Covid-19, Assistance Management, Vocational High School
VANOS
JOURNAL OF MECHANICAL ENGINEERING EDUCATION
http://jurnal.untirta.ac.id/index.php/vanos ISSN 2528-2611, e-ISSN 2528-2700
Volume 7, Number 2, November 2022, Pages 175-183
176 | VANOS Journal Of Mechanical Engineering Education
INTRODUCTION
The Covid-19 pandemic (corona virus disease-2019) is an acute problem that has a multidimensional impact on the lives of all people in the world, including Indonesia. Apart from that, it caught the attention of many parties and became the subject of discussion in various circles. It cannot be denied that this pandemic has not only tested health, but has also paralyzed various other sectors such as the economy, social, politics, and even the education system in Indonesia. What's more, the Indonesian people directly felt the implementation of the regional quarantine policy (lock down) and one of them had an impact on educational units that were forced to transform to adapt by conducting Distance Learning (PJJ) through virtual (online) media.
This is also in line with the Decree of the Ministry of Education and Culture [1] through Circular Number 4 of 2020, which decided to postpone all school activities and switch to online learning or distance learning at home. It is recorded that around 45 million students cannot continue their learning activities at school and switch to online learning at their respective homes [2].
Changes in the learning scheme require each educator to be able to carry out online learning so that the teacher's ability to use information and communication technology is needed [3]. This condition also makes the teacher have to change the appropriate learning method so that the learning process can run effectively and efficiently. This was done to provide access to learning without any
boundaries between space and time during the Covid-19 pandemic [4][5][6].
The process of Distance Learning (PJJ) during the Covid-19 pandemic is still a scourge for most people. This is because, the condition of Distance Learning (PJJ) is still considered not ideal because there are still many obstacles in its implementation. Based on a report from the Indonesian Child Protection Commission (KPAI) on March 16 2020, there were around 213 complaints from both parents and students regarding Distance Learning (PJJ) [7]. One of these complaints relates to learning that is still felt stiff and assignments that are too heavy so that the impact on student learning outcomes is not optimal. Based on reports issued by the United Nations International Children's Emergency Fund (UNICEF) on 18-29 May 2020 and 5-8 June 2020, it was recorded that 66% of the 60 million students from various levels of education said they were uncomfortable studying at home during the pandemic. covid-19. In addition, the survey also found that 38% were still the main problem for students related to the lack of guidance from teachers or educators. This problem is also felt more by Vocational High School (SMK) students in Indonesia, one of them is at Vocational High School (SMK) 5, Serang City, Banten Province.
Vocational High School (SMK) is education at the upper secondary level that focuses on preparing students to optimize their potential or certain skills so that they are ready to enter the world of work. In addition, the learning process in vocational high schools puts forward practice in mastering vocational skills and abilities. As a result, many students experience a decrease in the
177 | VANOS Journal Of Mechanical Engineering Education value of learning outcomes and mastery of the
abilities or skills they learn due to minimal or even no direct practical learning experienced by SMK students.
Therefore, it is necessary to have more forms of supervision for SMK students in terms of mastering skills or vocational abilities as well as adjusting learning media that are more innovative and easy to understand for SMK students. Therefore, researchers designed an Android-based Vocational Assistance Management System (SIMAK SMK) platform with the aim that SMK students can be guided and supervised more in terms of their achievements and level of ability during the online learning process so that they can make them competitive in the world of work.
RESEARCH METHOD
This research uses the type of development research (Research and Development). The development research (R&D) in this study uses the ADDIE model approach. The use of the ADDIE model is considered capable of developing learning products. Thus, this research focuses on the goal of designing and producing a product in the form of an android application platform that is suitable for use according to needs. The purpose of this study was to describe the effectiveness of android-based SIMAK SMK learning media at SMK 5 Serang City, Banten Province in supporting the mastery of vocational skills or abilities. as well as to test the quality of the product being developed.
According to [8] The ADDIE model consists
of five stages, namely: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The following is the development of the ADDIE model in research on the design of an android application-based SMK vocational assistance management system.
The data analysis technique used by researchers is the Likert Scale, where this scale aims to convert qualitative data into quantitative data [9], with the provisions of the score can be seen in table 1.
Table 1. Score table
Score Category
5 Very Worth it
4 Worthy
3 Decent Enough
2 Not feasible
1 Very Unworthy
To calculate all the average scores for each aspect of the assessment carried out by educational evaluation experts and educational technology, the following formula is used:
Information : X : Average score
∑x: Sum of Total Score N: (Indicator x Respondent)
178 | VANOS Journal Of Mechanical Engineering Education Analysis Stage (Analysis)
Needs Analysis System Design Analysis
Design Stage (Design)
Compilation of design content and application materials
Compilation of the design of monitoring and assessment instruments
Stage of Implementation (Implementation)
Application product feasibility test
Questionnaire distribution
Evaluation Stage Final revision and data processing
Figure 1. ADDIE model
Development Stage (Development)
Development of student supervision and assessment instrument
Development of notification systems, attendance and user testimonials and virtual learning assistants
Product validation by supervisors 1 and 2
Product revision
SIMAK SMK Application
179 | VANOS Journal Of Mechanical Engineering Education The data analysis technique used by
researchers is the Likert Scale, where this scale aims to convert qualitative data into quantitative data [9], with the provisions of the score can be seen in table 1. Below:
Table 1. Score table
Score Category
5 Very Worth
4 Worthy
3 Decent Enough
2 Not feasible
1 Very Unworthy
To calculate all the average scores for each aspect of the assessment carried out by educational evaluation experts and educational technology, the following formula is used:
Information : X : Average score
∑x: Sum of Total Score N: (Indicator x Respondent)
To interpret qualitatively the total average score of each aspect using the following score conversion criteria:
Table 2. Conversion formula for the average score
Score Formula Category
5 X > Xi + 1.8 Sbi Very Worth 4 Xi + 0.6 Sbi < X ≤ Xi Worth 3 Xi - 0.6 Sbi < X ≤ Xi + Decent Enough 2 Xi - 0.6 Sbi < X ≤ Xi - Not Feasible 1 Xi ≤ Xi – 1.8 Sbi Very Unwor thy
Information:
X= Empirical/Actual Score Xi = Ideal Average
SBi = Ideal Standard Deviation
While the formula for calculating the average percentage of assessments from Education evaluation experts and Educational technology experts uses the following formula:
Information:
Smax = Maximum Score = Total Score
Xi = Feasibility Questionnaire value for each aspect
The results of the percentage scores obtained from the research are interpreted in the following table criteria:
Table 3. Learning Media Feasibility Scale Percentage Criteria
X > 81% Very Worth 61% < x ≤ 80% Worthy 41% < x ≤ 80% Decent Enough 21% < x ≤ 80% Not feasible
X ≤ 20% Very Unworthy
180 | VANOS Journal Of Mechanical Engineering Education
RESULT AND DISCUSSION
Research for the development of the SMK SIMAK application was carried out offline at Vocational High School (SMK) 5 Serang City which is domiciled on Jalan Raya Takakan, Jalan Raya Gunungsari, Cilowong, Takakan District, Serang City, Banten Province.
The research began in May-June 2022 in the odd semester of the 2022/2023 academic year by conducting 2 (two) Trials on students on May 30 2022 and June 15 2022 using the learning media of the SMK Vocational Assistance Management System (SIMAK SMK) which had been validated by Educational Evaluation Experts and Educational Technology Experts.
The first stage is carried out by carrying out field study research procedures and literature studies first. The field research procedure was carried out by directly interviewing the subject teacher, namely Mr.
Supriyatno, S.Pd. In the analysis of the curriculum at SMK 5 Serang City, they still use the 2013 curriculum by implementing Information and Communication Technology (ICT) based in the learning process. Syllabus and subject analysis is needed to assist the planning process in making the SIMAK SMK application to suit the objectives to be achieved. While the stages of literature study are needed to find trusted reference sources to support the research that will be carried out by researchers.
The second stage begins with the process of designing the application model flowchart
and the features that will be available in the SIMAK SMK application. In addition, at this stage the preparation of materials, assessment instruments and other supporting data collection is carried out.
The third stage is carried out by making learning media according to a predetermined plan. In the process of developing this learning media, researchers involve stakeholders which include developers (application developers).
The application contains a collection of material related to practical learning, learning videos, several practice questions, and recapitulation of student learning outcomes.
After the application has been successfully developed, it is then validated by educational evaluation experts and educational technology experts. Educational evaluation expert validation plays a role in evaluating various aspects such as; aspects of material relevance, as well as aspects of evaluation, aspects of feedback in the development of learning media and includes aspects of linguistics (Language).
The results of the feasibility assessment by the Education evaluation expert on the development of the SIMAK SMK application were 89 which were included in the "Very Eligible" category with an eligibility percentage of 89%. While the validation of educational technology experts plays a role in evaluating various aspects, including linguistic aspects, aspects of software engineering and aspects of visual communication. The results of the feasibility assessment of the SIMAK SMK application development by Educational Technology experts amounted to 65 which
181 | VANOS Journal Of Mechanical Engineering Education were in the "very feasible" category with a
feasibility presentation of 90%.
The fourth stage is the implementation stage. At this stage, improvements to the application are carried out according to the advice of educational evaluation experts and educational technology experts before being tested on students. There are two stages carried out to conduct application trials which include; small group trials and field trials.
Tests on students include aspects of learning motivation, aspects of ease of use of applications, aspects of display attractiveness and aspects of application usefulness. The result of the feasibility assessment in the small group trial was 56.6 which was included in the
"Eligible" category. The results of the feasibility assessment in the field trials were 59 which were included in the "Easy" category.
The fifth and final stage is the evaluation stage. At this stage the processing of the results of the assessment and drawing of conclusions is carried out, based on the results of the acquisition of questionnaires from educational technology experts, education evaluation experts and students, it can be concluded that SIMAK SMK learning media based on the android application in supporting student competency in improving skills and these skills are declared eligible for used.
CONCLUSION
Based on the results of the research that has been done, a vocational assistance management application (SIMAK SMK) can be produced that can be used by vocational high
schools to carry out online learning effectively while still focusing on improving student learning outcomes. Android-based SIMAK SMK application with the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model approach. The initial stage begins with conducting a needs analysis which is the standard procedure in making media, then working with application developers.
After that, media is made and evaluated by educational evaluation experts and educational technology experts to test the feasibility of learning media.
The next stage is to improve the media resulting from the evaluation of educational technology experts and educational evaluation experts. At this stage, information on the feasibility of the media is obtained to determine whether or not the media is feasible or not. In addition, researchers also report data from the results that have been obtained previously. According to educational technology experts, SIMAK SMK learning media based on the android application "Very Eligible" is used with a feasibility percentage of 90% and according to educational evaluation experts "Very Eligible" with an eligibility percentage of 89%.
REFERENCES
[1] Ministry of Education and Culture,
“Minister of Education and Culture Regulation Number 4 of 2020 concerning Implementation of Education During the Coronavirus Disease (Covid-19) Emergency Period.
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[2] United Nations International Children’s Emergency Fund (UNICEF), “Covid-19 The UNICEF stone report revealed that a third of schoolchildren around the world cannot access remote learning while schools are closed. Retrieved
September 30, 2022.”
https://www.unicef.org/indonesia/id
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[6] R. Syah, “The Impact of Covid-19 on Education in Indonesia: Schools, Skills, and the Learning Process,” SALAM Soc.
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[7] R. Maradewa, “KPAI Receives 213 Complaints of Distance Learning, Majority Complain about the Difficulty of Tasks from Teachers,” 2020. .
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