ANALISIS CIRI FILSAFAT

PADA JURNAL PENDIDIKAN VOKASIONAL

YAYAN ADRIANOVA EKA TUAH

NIM. 20702251009

PROGRAM PASCASARJANA
UNIVERSITAS NEGERI YOGYAKARTA
2020
Judul Jurnal : The Effectiveness Of Content Based On Dynamic
Intellectual Learning With Visual Modality In
Vocational School
Efektivitas konten berdasarkan dinamis modalitas
visual intelektual dengan belajar di sekolah menengah
kejuruan
Tahun : 2019
Volume : 9 Nomor 1, Februari 2019
Halaman : 1-20
ISSN : ISSN 2088-2866 (cetak) ISSN 2476-9401 (online)
Terbit : Jurnal Pendidikan Vokasi UNY
(http://journal.uny.ac.id/index.php/jpv)

E-learning merupakan singkatan dari elektronic learning, yaitu proses pembelajaran

yang menggunakan media elektronik khususnya internet sebagai sistem pembelajarannya.
Tujuan dari penelitian ini adalah: (1) Untuk menghasilkan konten simulasi dan komunikasi
berdasarkan Pembelajaran Intelektual Dinamis dengan Modalitas Visual untuk kelas sepuluh
di SMK Negeri 1 Seririt, (2) Untuk mengetahui respon guru dan siswa kelas 10 SMK Negeri
1 Seririt tentang Konten Simulasi dan Komunikasi Digital berdasarkan DIL dengan Visual
Modalitas yang telah dihasilkan. Metode penelitian ini adalah penelitian dan pengembangan
yang dirujuk ke model Plomp. Ada berbagai percobaan telah dilakukan, yaitu: pengujian
validitas oleh para ahli dan pengujian efektivitas dengan menggunakan rumus Hake.
Sehingga pada penelitian ini menunjukan bahwa penelitian ini valid, praktis dan efektif untuk
digunakan hal ini berdasarkan tanggapan guru dan siswa merespon secara positif dalam
proses pembelajaran secara daring berdasarkan karakteristik pada siswa. Hal ini berdasarkan
pemikiran kritis reflektif dari peniliti.

Selanjutnya peniliti tertarik akan masalah yang dihadapi para siswa dalam
pembelajaran daring dimana kurangnya daya serap dan minat membaca sehingga menjadi
karakteristik siswa saat ini, oleh karena itu perlunya perubahan dari segi media pembelajaran
yang berkaitan dengan mata pelajaran simulasi dan komunikasi digital menyesuaikan dengan
karakteristik siswa, sehingga siswa dapat belajar secara mandiri dan memahami materi
dengan baik. Hal ini termasuk pemikiran radikal dari peniliti.
 Berdasarkan penelitian tersebut, pembelajaran berfokus pada konten simulasi dan
komunikasi digital berdasarkan Dynamic Intellectual Learning with Visual Modality dapat
diterapkan dalam metode pembelajaran yang kemudian diterapkan dalam e-learning yang
dikembangkan oleh ADL dengan standar SCORM (Sharable Content Object Reference Model).
Sehingga memberi manfaat bagi guru untuk memfasilitasi dan menyediakan materi pembelajaran
kepada siswa, dan siswa dapat mereview materi pembelajaran, tidak ada waktu yang terbuang
percuma saat proses pembelajaran. Hal ini menunjukan sikap ciri pemikiran universal dari peneliti.

Permasalahan yang diangkat oleh peneliti berdasarkan cara tenaga pendidik dalam
memberikan materi pembelajaran dengan menggunakan teknologi informasi yaitu e-learning.Teori –
teori yang disampaikan sangat relevan dan sistematis, hasil penelitianpun dihasilkan sesuai dengan
tujuan. Hal ini menunjukan sikap ciri pemikiran konseptual dari peneliti.

Keterkaitan padapembahasan masalah sampai dengan metode kajian penelitian sehingga

menemukan sebuah hasil penelitian (Koheren) dan peneliti juga konsisten dengan pembahasan yang
diangkat, menerapkan metode pembelajaran daring kepada peserta didik.

Dalam penelitian ini penulisan dimulai dari studi kasus di pendahuluan yang menyajikan
kondisi pembelajaran yang saat ini terjadi di SMK yang sudah harus ditingkatkan melihat
perkembangan DUDI sekarang yang mengarah ke Revolusi Industri 4.0. Penyajian masalah beserta
teori serta penelitian mengungkap masalah yang runtut tentang pembelajaran SMK masih dalam
metode pembelajaran yang tidak variatif sehingga berdasarkan kuisioner yang disuguhkan kepada
peserta didik, mereka menginginkan adanya media pembelajaran yang ada dibuat tidak hanya dalam
bentuk teks, tetapi siswa memiliki fitur video dan gambar sehingga siswa belajar lebih banyak dan
tidak bosan dengan membaca bahan materi pelajaran. Dengan metode pembelajaran berfokus pada
konten simulasi dan komunikasi digital yang dikemas dalam elearning, peneliti dapat
memecahkan masalah terkait proses pembelajaran pada peserta didik sehingga dengan metode
tersebut siswa mampu menumbuhkan cara berpikir kritis dan kreatif pada siswa. Hal ini menunjukan
sikap ciri pemikiran sistematik dari peneliti.

Peneliti memiliki pengetahuan dan wawasan tentang pokok permasalahan yang dipaparkan
dimana setiap siswa berbeda dalam menyaring konsep dari hasil pembelajaran hal ini juga
dikarenakan berdasarkan metode cara mengajar dari guru yang tidak variatif. Hal ini menunjukan
sikap ciri pemikiran komprehensif dari peneliti.

Pemikiran bebas disini bahwa ciri filsafat merupakan pemikiran yang bebas dari prasangka-
prasangka sosial, historis, kultural, atau religius. berfikir dengan bebas itu bukan berarti sembarangan,
sesuka hati atau anarki, sebaliknya bahwa berpikir bebas adalah berfikir secara terikat, akan tetapi
ikatan itu berasal dari dalam, dari kaidah-kaidah, dari disiplin pikiran itu sendiri. Pada penelitian ini
berfokus pada pengembangan metode pembelajaran berfokus pada konten simulasi dan
komunikasi digital yang dikemas dalam elearning berttujuan untuk motivasi belajar siswa
tanpa menyinggung atau menginformasikan sara didalam pembahasan.

Hasil dari penelitian ini, berdasarkan pemikirian bertanggungjawab, bahwa hasil memotivasi
minat belajar siswa SMK bisa laksanakan dengan konsep metode pembelajaran elearning yang
berfokus pada konten simulasi dan komunikasi digital.
 Jurnal Pendidikan Vokasi
Volume 9, No 1, February (11-20)
Online: http://journal.uny.ac.id/index.php/jpv

THE EFFECTIVENESS OF CONTENT BASED ON DYNAMIC

INTELLECTUAL LEARNING WITH VISUAL MODALITY IN
VOCATIONAL SCHOOL
Ketut Agustini
Ganesha University of Education
I Gede Partha Sindu
Ganesha University of Education
Kadek Angga Kusuma
Ganesha University of Education

Abstract
E-learning generally presented the same learning material because it considered the
characteristics of all users to be homogeneous. In fact, every student had different characteristics
in the learning process. The objectives of this study were: (1) To produce a simulation content and
digital communication based on Dynamic Intellectual Learning with Visual Modality for the tenth
grade at SMK Negeri 1 Seririt, (2) To find out the teacher's response and the tenth grade students
at SMK Negeri 1 Seririt on Simulation Content and Digital Communication based on DIL with
Visual Modality that had been generated. The method of this study was a research and
development referred to the plomp model. The subjects of this study were the tenth grade of
accounting program at SMK Negeri 1 Seririt in the academic year 2017/2018. There were various
try out had been carried out, namely: validity testing by experts and effectiveness testing by using
the Hake formula. The results showed that the simulation content and digital communication based
on DIL with Visual Modality was valid and practically use: the effectiveness testing produced N-
gain of 0.74 included in the effective category and the data analysis of the teacher and the students
respond showed that it was categorized in the positive category. It showed that the output was
valid, practical and effective to be used.
Keywords: content based, dynamic intellectual learning, modality visual

Permalink: http://dx.doi.org/10.21831/jpv.v9i1.21629

Contact Ketut Agustini ketutagustini@undiksha.ac.id

Ganesha University of Education, Pegok, Jalan Raya Sesetan
No.196, Sesetan, Denpasar Selatan, Pedungan, Denpasar Sel., Kota
Denpasar, Bali 80223, Indonesia

Jurnal Pendidikan Vokasi

ISSN 2088-2866 (print) ISSN 2476-9401 (online)
12 − Jurnal Pendidikan Vokasi
INTRODUCTION
 SMK Negeri 1 Seririt is a Vocational
High School (Sekolah Menengah Kejuruan/
SMK) located in Lokapaksa Village, Seririt
District, Buleleng Regency. SMK Negeri 1
Seririt is an educational institution as a pro-
fessional generation developer in various de-
partments, namely Cullinary/Restaurant, Hos-
pitality Accommodation, Boutique Clothing
and Accounting. One of the subjects found in
the accounting department is Simulation and
Digital Communication.
Simulation and Digital Communication
subjects become the basis for the use of com-
puters and other ICT equipment to support the
mastery of vocational productive subjects.
Teachers and students must relate the use of ICT
tools with subjects in the areas of exper-tise,
expertise programs, and skill competencies they
learned while in vocational high school.
SMK N 1 Seririt has facilities that sup-
port the learning process such as LCD, Com-
puter laboratory and Wifi. However, the sup-
porting facilities have not been used properly, so
the learning process does not give a different
impression for students. Based on the results of
interviews with teachers of the Simulation and
Digital Communication subject at SMK Negeri 1
Seririt, in the learning process the teacher uses
the lecture method in which, the lecture method
is less flexible in accommodating the
development of competency material because
educators must intensively adjust the subject
matter with the development of new technolo-
gies one of which is e-learning.
Some students repeatedly read the
material provided but unable to understand the
material being read. The tendency of students to
understand the material that only uses material
will affect the absorption of students so that if
students have the characteristics of laziness to
read, then the task for a teacher is to replace the
learning media used in the learning process.
Therefore it is deemed necessary to make
learning media related to Digital Si-mulation and
Communication subjects adjust to the
characteristics of students, so that stu-dents can
learn independently and understand the learning
material well.
Questionnaires distribution was con-
ducted to students showed that students some-
times get bored with the learning media used by
the teacher. Learners wanted teachers to use
Volume 9, No 1, February 2019
varied learning media, so that students could
understand the material provided by the teach-
er. Learners wanted the learning media that is
made not only in the form of text, but students
have video and picture features so students
learn more and are not bored with reading
material.
From those problems it can be con-cluded
that the learning media used by the teacher has
not been able to overcome the existing problems.
The results obtained from the teacher who
teaches the Digital Simulation and
Communication subject agree with the
development of Digital Simulation and Com-
munication content that is packaged in e-learn-
ing to suit the characteristics of students, name-
ly visual modality. As many as 81.67% of all
respondents agreed to use Digital Simulation and
Communication content with visual mo-dality
that was packaged in e-learning.
E-leaning is an internet-based learning
media to help teacher interaction with students in
the teaching and learning process. Students can
learn or review at any time and can be done
anywhere. The increasing use of e-learning as a
learning media impact many applications are
made that support web-based learning media,
namely LMS (Learning Management System).
LMS is software that is used to create web-based
online lecture materials and manage learning
activities and results (Hanum, 2013). The
developed LMS makes many different features
appear in the learning process, espe-cially in the
problem of learning content. This then triggered
the establishment of a new stan-dard which was
then agreed to become an inter-national standard
known as Sharable Content Object Reference
Model (SCORM).
SCORM (Sharable Content Object
Reference Model) was an e-Learning standard
developed by ADL (Advanced Distributed
Learning) as a standard distribution of e-Learn-
ing packages that could be used to accomodate
various specification s and standards for web-
based e-Learning content. Content was defined
as content or learning material. Content will give
a benefit to the teachers for facilitate and provide
the learning material based on the standards
competency, basic competencies and indicators
contained in the syllabus. The purpose was that
the teachers was not mistaken in giving material
to the students in teaching and learning process.
Mastery of information technology greatly
determines the extent of the

content development in e-learning. Content in
schools generally are not able adjusted
learning with basic competencies and
indicators. There-fore, there was a need for
development that is able adjusted to the
indicators and basic com-petencies which
exist in the syllabus, namely by developing
the content with the help of e-learning media.
The learning model used in this study is
the Dynamic Intellectual Learning (DIL) learn-
ing model because DIL Model allowed the users
to explore a learning content according to the
characteristics of the students, the level of
knowledge and learning styles of the students.
E-learning generally presents the same learn-ing
material for each user because they as-sumed the
characteristics of all users were homogeneous.
Homogeneity was a characteris-tics of e-
learning users who are considered the same,
whereas in the reality each student has different
characteristics in learning.
The advantages of e-learning that was
homogeneous are (1) learners could review the
instructional material being studied, (2) not
wasted learning time if educators were unable to
attend to teach in the class, (3) the students and
the educators could conduct the discus-sions
through the internet. E-learning deficien-cies
was homogeneous: (1) e-learning users was
considered the same, (2) was unable to
distinguish learning styles from the students,
(3) the students who was not in accordance
with the learning style, will be lazy to do the
tasks given by the educator.
Schools in general need to have e-learn-
ing was able accommodated the differences in
characteristics of the students, who could
understand the students and tried provided
/delivered the learning content called adaptive
learning. The students now needed saw the
learning content that was appropriate to their
taste, level of understanding, and personal
traits, so that the learning process would be
more efficient if the needs of students was
met. Adaptive learning provided learning
material whose level of difficulty was in
accordance with the user’s ability and how
presented the learning material in accordance
with the learning style users.
Learning style is the way for everyone
to absorb information through their senses.
Everyone has a different tendency to absorb
information. This causes the content learned is
not in accordance with the characteristics of
Jurnal Pendidikan Vokasi
Volume 9, No 1, February 2019
each student, so that what is obtained also
becomes less optimal.
Based on previous research related to
content research, several relevant research
results were found, including Nurcahyono &
Permanasari (2015) entitled The Use of Learn-
ing Content for Vocational High School Stu-
dents was declared effective. From the results
of research that has been carried out the trend
of effectiveness in the use of e-leaning
learning at SMK Negeri 2 Wonosari Gunung
Kidul shows that the implementation of e-
leaning learning as a learning medium in
SMK N 2 Wonosari Gunung Kidul is quite
effective with a tendency level of 78.15% but
still there 5.25% of the implementation of e-
leaning learning is not effective.
Some studies also state that some of the
characteristics that influence student success
in learning are motivation, knowledge ability
and learning style so that the elearning content
developed is adaptive according to the chara-
cteristics of the students (Esichaikul, Lamnoi,
& Bechter, 2011; Sfenrianto, Hasibuan, &
Suhartanto, 2013; Surjono, 2011; Suryani &
Nasuha, 2014).
Based on the description of the above
problems, the researcher intends to develop
content that will be packaged in e-learning in
this study entitled: "Development of Content
Based on Dynamic Intellectual Learning with
Visual Modality at SMK Negeri 1 Seririt".
RESEARCH METHOD
The research method is the basis for de-
veloping a product that will be produced. This
study used the design development of the
Plomp model. The development design of the
Plomp model is one of the systematic design
models that is appropriate for use in educa-
tional development research. This model con-
sists of five steps, namely: (1) preliminary
investigation, (2) design, (3) realization/con-
struction, (4) test, evaluation, revision, and (5)
implementation. However, the researchers did
not carry out the implementation phase
because the researchers had limited time.
The Effectiveness of Content Based on Dynamic …
Ketut Agustini, I G. P. Sindu, Kadek A. Kusuma
14 − Jurnal Pendidikan Vokasi

Table 1. Table Diagram of Development data analysis technique used by researchers,

Phase of plomp models including:

No Plomp Phase Methods

Data analysis of content validity

1 Preliminary
Investigation Phase
2 Design Phase
3 Realization Phase
4 Test, Evaluation,
and Revision Phase
Collect the
information Data analysis of content validity is
Designing the products intended to determine the extent to which the
content that has been made meets the criteria
Producing the products
based on the expert's assessment that is
Testing the validity of
appointed by using the expert validation sheet,
product

functional testing sheet, and becomes the basis

Techniques of Data Collection
Qualitative and quantitative were used in
order to collect the data. Techniques of data
collection in this study were using interview
and questionnaires methods that researcher
took from the data of teacher and student.
Questionnaires method was used in the
review activities of experts in the field of study,
expert of media-learning design, functional
testing, individual try out, small group try out,
and field try out. The experts test and func-
tional test consists of two choices, namely Ap-
propriate and Not Appropriate. For individual
try out, small group try out, field try out, and
response tests consist of five choices, namely
Strongly Agree (SA), Agree (A), Less Agree
(LA), Disagree (D) and Strongly Disagree
(SD). Table 2 is the detail of data collection.
Techniques of Data Analysis
In this development research, the data
analysis aimed to answer the formulation of the
problem in conclusion. The following was the
for the revision.
Data analysis of teacher’s and student’s
response
Data analysis of teacher’s and student’s
response is intended to find out how the
teacher’s and student's response to the content
developed
Data Analysis of Content Validity
Content validation was tested by content
experts, media-design experts, functional
testing, individual testing, small group testing,
field testing, analyzing teacher’s and student’s
responses to the development of Digital
Simulation and Communication content, as
described below.
Expert Validation Content
This validation aimed to find out the
contents contained in the learning content. The
assessment results of experts were cross-
tabulation, for example for two assessors as in
Table 3.

Table 2. Data collection

No Data type Method Data source

1 Information about learning interview and Teacher of simulation and digital

resource questionnaire communication subject matter
 2 Information related to
learning problem
3 Learner characteristic
4 e-learning content validity
5 Fungsionality validity
6 Leaner and teacher respon
interview Tearcher of simulation and digital
communication subject matter.
interview and Leaner and teacher of simulation and digital
questionnaire communication subject matter
questionnaire Instructional content expert, media expert and
instructional design expert
questionnaire PTI student
questionnaire Leaner and teacher of simulation and digital
communication subject matter

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Volume 9, No 1, February 2019

Gain Score Test

Table 3. Gregory Test Tabulation
Calculation of the gain score test used
Assesor 1
Not
Appropriate
calculations N-gain in which Gain was in-
creased ability of students after learning. Gain
Appropriate
was obtained from the difference between the
Not Appropriate (A) (B)
results of the pre-test and post-test. N-gain was
Assesor 2 Appropriate (C) (D) calculated by using the formula as follows:
− = −

Calculation of validity with the formula: −

Teachers’ and Students’ Response Test

Validity = A+B+C+D

Note:
A : Cell that shows disagreement Communication subjects. The formula used
between the two assessors to calculate the percentage of each subject
B, C : Cell that shows different views could be seen as follows:
between assessors Percentage = ∑ (Answers x weight of each choice) X 100% n x highest weight

D : Cell that shows valid agreement between Note: ∑= total

the two assessors. Next, to calculate the percentage of
Media-Design Expert Validation the whole subject, the formula used:
Persentase = (F ∶ N)

Media-design validation was carried Note:

out by learning media design experts. In this F : the total percentage of all subjects N :
case, there was validation of the exact layout the total subject
of the form of learning content writing and
structur-ing the elaboration of the material.
Assessment of the results of the learning
design expert test was calculated by the
Gregory formula which can be seen in table
1.

Functional Testing
Functional testing is a method of
testing emphasizing on carrying out functions
and input checks and output data. Functional
test-ing includes features contained in the
system. This test was conducted to determine
the vali-dity of the system addressed to
respondents outside the researcher.

Individual Validation, Small Groups, Fields

Individual validation is carried out by
classes which have Simulation and Digital
 =2 ( + )

To calculate the analysis of teacher and

1

=6( − )

student response data used descriptive statistics

and the conclusion was based on Mean Ideal
(Mi) and ideal standard deviation (Si). Stu-
dents' responses were explored by using a
questionnaire with a 5 Likert scale (values from
1 to 5) which were analyzed descriptive-ly. The
class average of teachers’ and students’
response scores was calculated by using the
formula.
=
̅
FINDINGS AND DISCUSSIONS
Content created by using e-learning as
a learning medium. E-learning as a place to
enter content created to help students in
distance to learn by using the use case
diagram design which is then applied in
SCORM standard e-learning. SCORM
∑ (Sharable Content Object Reference Model)

is a standard distribution of e-learning

Note:
packages that can be used to accommodate
̅ : Class averages for teachers’ and
various specifications and stan-dards for web-
students’ response scores
∑ :The total scores of teachers’ and students’ response based e-learning content. The research model
̇ used in this study was the Plomp model. This
: the total number of teacher and student model has four stages, namely:
Whereas, to find the ideal mean (Mi) and
ideal standard deviation (SDi) the following
formula is used:
1

The Effectiveness of Content Based on Dynamic …

Ketut Agustini, I G. P. Sindu, Kadek A. Kusuma
16 − Jurnal Pendidikan Vokasi E-

Preliminary Investigation phase

In the analysis phase, there were: (1)
analysis of the characteristics of the field of
study. The purpose of Simulation and Digital
Communication subject was providing an
understanding of concepts and practices re-
garding the use of technology and information.
The characteristic of Simulation and Digital
Communication subject was understanding
concept and practicum (2) analysis of students’
characteristics. In this analysis students wanted a
learning video or material in the form of images
to facilitate students’ understanding.
(3) Analysis of learning resources. In the
analysis of learning resources, teachers use
Students Worksheet (LKS), searching for
teaching materials on the internet and books from
the library.

Design Phase
This phase was making a design that
would be applied in the next phase. The
design made as follows

Figure 1. Use case diagram for system access

 learning Input
Diskusi
Online hapus

input
edit
Pre-test
hapus

input
Materi
edit
pembelaja
Course /
ran hapus
Sekolah input
Guru

edit
Tugas
hapus
input

edit
Post-test
hapus Figure 3. Use case students diagram
input

edit Realization phase

Nilai
At this stage, systems are developed such
hapus
as making access right to the school yard,
arranging displays in each learning activity,
Figure 2. Use case teacher diagram applying Simulation and Digital Communica-
tion content to e-learning system and applying
dynamic intellectual learning stages to e-learn-
ing systems. Presentation of content Digital
Simulation and Communication using a scorm
that was first made in the adobe captivate
application before being distributed to e-
learning. Content that has been created in the
adobe captivate application would be com-
pressed in zip form. Product development re-
sults can be seen in Figure 4.

Figure 4. The results of page development for

Digital Simulation and
Communication content

4. Test Phase, Evaluation and Revision

In the test phase of e-learning content in
accordance with the role and the function in the
learning process to determine the extent of the

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 Jurnal Pendidikan Vokasi
Volume 9, No 1, February 2019

benefits of the products developed. The test students, there are two students give very
phase starts from the experts reviewed. good response were (20%) and eight students
The result of the content expert evalu- give a good response were (80%). The
ation by using Gregory test based on the ques- average ra-tings of ten students were 85.30%.
tionnaire indicate that the level of achievement If it con-verted into conversion tables that
of the content is "Very High" and deserves to be were in good category.
continued. It indicates that the learning material
that was implemented in e-learning content is Small group testing
relevant to use in learning Digital Simulation
100
and Communication.
80
The results of expert evaluation of
learning media by using Gregory test based on 60
the questionnaire indicate that the level of 40
achievement of content e-learning is declared 20
"Very High" and deserves to be continued. 0
This indicates that the application of intellec- Very good good enough less very less
tual learning dynamic in learning model is
appropriated to use in learning. Figure 6. Small group testing
After conducting an expert review, the
next step is to conduct the functional testing of After the small group trial was complet-
5 respondents from Informatics Engineering ed, it continued with field tests conducted by
student. The assessment results show that the twenty students of 10th grade students from
features and processes that contained in e- accounting program. From the results of the
learning are running well and that there are no field test questionnaire obtained two the stu-
errors or non-conformity of the results of the dents who gave very good responses were
process expected in e-learning. (10%), eighteen students who gave good
The next step is to do individual test. responses were (90%). The Average score of
The subjects of individual test were 3 students the total field test respondents were 84.25%.If
of 10th grade students from accounting it converted into conversion tables in the level
program. Based on the result of from Try-out of achievement is included in either category.
question-naire filled by each student, one
student who gave very good response was Field trial
(33.3), two students who gave very good
100
responses were (66.7%). The mean score of
students is 86.67%. If it converted into 80
conversion tables that were in good category. 60
40
One to one leaner testing 20
80
0
60 Very good good enough Less very less

40 Figure 7. Field trial

20
After that, a gain score test that was
0 carried out by giving the pre-test and post-test
Very good good enough less very less during the field test. For the N-Gain
calculation formula, it is calculated by using
Figure 5. One to one leaner testing. the following formula;
− −= −
8.4 − 3.9
= 10 − 3.9

After the individual test is finished, then =

4.5

6.1 = 0.74

followed by a small group test. Test subjects of

Individual test were 10th grade students from
accounting program. From the results of the
small group test questionnaire filled by each

The Effectiveness of Content Based on Dynamic …

Ketut Agustini, I G. P. Sindu, Kadek A. Kusuma
18 − Jurnal Pendidikan Vokasi
 After the calculation was obtained, the N-
Gain value is 0.74, so the rate of increase in
the post-test results was included in the
medium criteria. For categories based on N- table the results were included in the positive
Gain criteria can be seen in table 4 and a category which means that students were very
comparison chart of the pre-test and post-test enthusiastic in using the e-learning system.
values can be seen on the Figure 8. Based on the results of teacher and student
responses, it can be categorized to help students
Table 4. Categories based on normalized gain understand the subjects of Simulation and Digital
criteria table. Communication subjects and gain-ed
successfully overcome from problems that exist
Index Criteria
in the teaching and learning process which has
0.70 < g < 1.00 effective been explained previously. From the acquisition
0.30 ≤ g ≤ 0.70 Effective enough of these responses, it indicate that the learning
0.00 < g < 0.30 Less effective media can increase students' motivation to learn
so that they get optimal learning outcomes. This
was evidenced in the study Hernawati & Aji
(2016) which states that the results of testing and
measuring e-leaning
Comparison Figure of Value on Pre Test and content in the database programming courses
Post Test can increase student learning interest by 87%
10,0
and 83% understand database programming
8,0 8,8 gained an average of 65.45, if con-verted into
8,3 8,4 8,4 the response classification criteria
8,1

6,0

5,0
4,0 4,8
4,0
3,8

2,0
2,0

0,0
Pre-Production Production Post-Production Presentation Presentation

Slide Making Technique

Feature

Pre Test Post Test

Figure 4. Comparison of pre-test and post-test

scores

After that, the teacher's response was

taken due to the development of Digital Simu-
lation and Communication content which was
packaged in e-learning. The teacher response
test obtains an average of 45, if it is converted
into the response classification criteria table,
the results are included in the very positive
meaningful category, and this e-learning con-
tent was very helpful in the learning process in
school and understanding students to study
harder.
The next test process is carried out by
taking student responses. The subject of the
students' response test consisted of 20 students of
Grade X Accounting who had learned to use
Digital Simulation and Communication con-tent
packaged in e-learning. The results of the student
response questionnaire on the devel-opment of
Digital Simulation and Communica-tion content
material. While the results of testing on interest in
e-leaning material content on average show a
positive response. Besides that, it was also proven
by Sindu & Paramartha (2018) which stated that
the average value in learning achievement of
students who learned from problem-based
learning content was higher than those who
learned from using conven-tional models.
Problem-based learning content plays a role in
improving student learning achievement.
From the results and discussions that have
been presented, assessments made by content
experts, learning media experts, indivi-dual tryout,
small group tryout, field tests, and the results of
teacher and student responses are categorized as
good and receive a positive response. This is
supported by a number of student statements,
namely the existence of Digital Simulation and
Volume 9, No 1, February 2019
Communication con-tent that is packaged in e-
learning is very helpful in the learning process,
content that is packaged in e-learning is very
useful and understand quickly in the teaching
and learning process, content packed in e-
learning is very helpful in the teaching and
learning process. This is evidenced in the
research from Zyainuri
& Marpanaji (2012) which states that the use
of e-learning effectively improves students'
cognitive learning outcomes.
This is evident from the results of
differences in scores of increased pre-test and
post-test. Besides that, it is proven in the re-
search Tandirerung & Hadi (2014) which states
the usefulness of e-learning is very beneficial

for teachers and students and the implemen-
tation of e-learning according to the teacher is
increased while according to students is fixed.
Based on these assessments, the development of
Digital Simulation and Communication con-tent
based on Dynamic Intellectual Learning with
Visual Modality for class X at SMK Negeri 1
Seririt broadly has shown success and is
effectively used as a learning resource for class
X students of SMK Negeri 1 Seririt.
CONCLUSIONS
Based on the results and discussion
which focused on a simulation content and di-
gital communication based on Dynamic Intel-
lectual Learning with Visual Modality, the re-
searcher concludes that: Fisrt, the design
result and the realization of a simulation
content and digital communication based on
Dynamic In-tellectual Learning with Visual
Modality for the tenth grade at SMK Negeri 1
Seririt had been declared successful. The
system design used in this research was the
use case diagram which was then applied in
the SCORM stan-dard e-learning.
Second, the teacher's response to a simu-
lation content development and digital commu-
nication based on Dynamic Intellectual Learn-
ing with Visual Modality for the tenth grade at
SMK Negeri 1 Seririt, from the average obtain-
ed was 45 included in the positive category.
While the students' response to the simulation
content and digital communication from the
average obtained is 65.45 included in the
positive category. From the responds obtained, it
indicates that the learning media can increase
students' motivation to learn.
Based on the researcher’s observation,
there were several things that could be taken
into consideration to be followed up. Fisrt, for
other content developers in order to manage
content packaged in e-learning is more user
friendly or easy to use by users who are still
unfamiliar with computer-based learning. In
addition, it can regulate that each stage of
Dynamic Intellectual Learning has features
that can provide challenges in the form of
games, badges or other forms so that students
do not feel bored while learning by using
content packed in e-learning.
Second, Product the simulation content
and digital communication based on Dynamic
Intellectual Learning with visual modality de-
20 − Jurnal Pendidikan Vokasi
Jurnal Pendidikan Vokasi
Volume 9, No 1, February 2019
veloped has not arrived at the implementation
stage. Therefore, it is necessary to conduct
fur-ther studies on the effectiveness of the use
of the simulation content and digital
communica-tion relating to the measurement
of student learning outcomes using this
simulation con-tent and digital communication
through the experimental research.
Third, product the simulation content
and digital communication based on Dynamic
Intellectual Learning with Visual Modality
has not done the Index of Difficulties and
Diffe-rential Power Index. So, it is necessary
to con-duct further studies on the items
through expe-rimental research.
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Purwokerto). Jurnal Pendidikan Vokasi,
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Hernawati, E., & Aji, P. (2016). Perancangan
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learning management system dalam
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kasus pada mata kuliah Pemrograman
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Sindu, I. G. P., & Paramartha, A. A. G. Y.
(2018). The effect of problem-based e-
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Suryani, M., & Nasuha, A. (2014).
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untuk sekolah menengah kejuruan. In
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Tandirerung, V. A., & Hadi, S. (2014).
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keahlian TKJ di SMK DIY pasca
pembubaran RSBI. Jurnal Pendidikan
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Zyainuri, Z., & Marpanaji, E. (2012).
Penerapan e-learning moodle untuk
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 ANALISIS CIRI FILSAFAT
PADA JURNAL PENDIDIKAN VOKASIONAL

YAYAN ADRIANOVA EKA TUAH

NIM. 20702251009

PROGRAM PASCASARJANA
UNIVERSITAS NEGERI YOGYAKARTA
2020
Judul Jurnal : Soft Skills Profile Of Vocational School Students In
Yogyakarta City For Entering The Industrial World
Profil Soft Skills Siswa Sekolah Menengah Kejuruan
Di Kota Yogyakarta Untuk Memasuki Dunia Industri
Tahun : 2019
Volume : 9 Nomor 3
Halaman : 217 - 228
ISSN : ISSN 2088-2866 (cetak) ISSN 2476-9401 (online)
Terbit : Jurnal Pendidikan Vokasi UNY
(http://journal.uny.ac.id/index.php/jpv)

Penelitian ini bertujuan untuk mengetahui profil dan tingkat soft skill siswa SMK di
Kota Yogyakarta. Berdasarkan penelitian sebelumnya pada tahun 2002 bahwa sekolah belum
mampu menjawab masalah tenaga kerja di Indonesia, banyak lowongan pekerjaan yang
belum penuhi. Sekolah sebagai salah satu institusi pendidikan bertanggung jawab untuk
menghasilkan siswa yang matang siap untuk memasuki dunia kerja. Berawal dari inilah,
upaya pembangunan bangsa akan bergerak lebih cepat. Pada tahun 2010 berdasarkan
Komariah bahwa Sekolah Menengah Kejuruan adalah sebuah lembaga nasional yang
bertanggung jawab untuk mengupas siswa untuk memasuki pasar tenaga kerja, yang
merupakan salah satu upaya pembangunan bangsa. Menurut Mariah dan Sugandi (2010),
menyatakan bahwa paling banyak lulusan Sekolah Menengah Kejuruan (SMK) di Indonesia
kurang bisa menyesuaikan diri dengan perkembangan operasi ilmu pengetahuan dan
teknologi. Lebih lanjut, Lulusan SMK di Indonesia juga lebih sedikit mampu
mengembangkan diri dan karir di bidang tempat mereka bekerja. Ini menunjukkan bahwa
lulusan siswa SMK di Indonesia belum memiliki potensi dalam kesiapan kerja. Kesiapan
kerja seseorang memasuki tenaga kerja menunjukkan pola. Polanya lengkap dikemukakan
dari beberapa faktor yang saling berhubungan dan pengaruh. Mariah dan Sugandi (2010)
menyatakan bahwa secara umum kesiapan kerja seseorang adalah terdiri dari tiga faktor.
Pertama, fisiologis faktor yang melibatkan beberapa aspek yaitu usia kematangan, kondisi
fisik, dan tubuh ataugans. Kedua, faktor pengalaman yang memperoleh pengalaman belajar
atau pekerjaan yang harus dimiliki oleh calon pekerja. Dalam pekerjaan ini faktor
pengalaman, kata seorang calon pekerja memiliki kesiapan kerja jika memiliki kemampuan,
pengetahuan, dan keterampilan. Ketiga faktor psikologis yang melibatkan mental, emosi
kondisi nasional, dan sosial.

Penelitian ini merupakan penelitian survei dengan menggunakan pendekatan

kuantitatif. Penelitian hanya mendukung mengajukan dan meneliti tingkat soft skill Siswa
Sekolah Menengah Kejuruan (seberapa tinggi tingkat soft skill dengan menyajikannya dalam
bentuk diagram dan angka dengan deskripsi di bentuk kalimat). Populasi dalam penelitian ini
adalah semua siswa Sekolah Menengah Kejuruan Negeri (kelas XI) di Kota Yogyakarta.
Sampel dari Penelitian ini melibatkan 990 siswa. Soft skill yang paling menonjol pada siswa
Sekolah Menengah Kejuruan berada di aspek keterampilan interpersonal, aspek soft skill
dalam profil Vocasoft skill SMA nasional di Yogyakarta sebagai berikut: (1) keterampilan
interpersonal; (2) keterampilan kepemimpinan / organisasi ; (3) keterampilan manajemen
kinerja; (4) keterampilan budaya; (5) keterampilan komunikasi/persuasi ; (6) keterampilan
pengembangan diri. Dengan penelitian tersebut dapat ambil kesimpulan pemikiran secara
kritis reflektif dimana pengembangan sekolah dari tahun ke tahun meningkat yang
sebelumnya bahwa lulusan dari SMK belum dapat memenuhi pangsa ketenagakerjaan dan
dengan pengembangan atas survei yang dilakukan penelitian lebih menitikberatkan untuk
membentuk soft skill siswa SMK sesuai dengan kebutuhan DUDI dan dari jurnal tersebut
peneliti sudah menerapkan kritis reflektif berdasarkan masalah yang ada peneliti
mendapatkan solusi dari permasalahan yang dihadapi pendidikan kejuruan (SMK).
Selanjutnya cara berpikir radikal berarti mampu berpikir hingga mendasar ke akarnya.
Melihat dari permintaan DUDI diera globalisasi saat ini lebih pada penerapan softskill,
pendidikan kejuruan memiliki tujuan untuk meningkatkan kecerdasan, pengetahuan
kepribadian, akhlak mulia, serta keterampilan peserta didik untuk hidup mandiri dan
mengikuti pendidikan lebih lanjut sesuai dengan program kejuruannya. Dengan
mengembangkan softskill pada peserta didik maka peserta didik dibekali untuk siap terjun di
DUDI sehingga permintaan DUDI dapat dipenuhi, hal ini juga peneliti berpikir secara
universal dimana terwujudnya tujuan Negara yakni mencerdaskan kehidupan bangsa,
pengembangan softskill sangat berpengaruh penting dalam sebuah pengembangan diri dan
diperlukan dalam sebuah pekerjaan serta salah satu syarat dari DUDI dalam rekrutmen
pegawainya.

Peneliti sadar akan permintaan pangsa DUDI di Indonesia sebab pembelajaran tidak
hanya sekedar teori akan tetapi lebih dengan mengembangkan potensi diri / softskil yang
dimiliki setiap peserta didik (SMK). Hal ini menunjukan bahwa peneliti berpikir secara
koheren dan konsisten (logis). Berpikir sistemik adalah sebuah upaya untuk memahami
masalah ataupun keadaan dengan berpijak pada teori sistem. Berdasarkan pembahasan yang
dilakukan peneliti dimana pada kasus bahwa permintaan DUDI belum terpenuhi oleh
pendidikan kejuruan dan kesiapan peserta didik dalam pengembangan diri.

Peneliti memiliki wawasan luas tentang permasalahan yang dihadapi pendidikan kejuruan
agar dapat diterima di DUDI didukung dengan data yang sesuai pada penyajiannya dan
relevan membahas tentang softskill peserta didik secara menyeluruh berdasarkan aspek-aspek
pengembangan diri hal ini menunjukan peneliti memiliki pemikiran komprehensif, secara
pemikiran bebas, pembahasan penelitian ini berdasarkan analisis dengan menyebarkan
angket kepada peserta didik SMK di Yogyakarta tanpa menyinggung unsur budaya, sejarah
dan agama. Peneliti juga bertanggungjawab terhadap hasil penelitian melihat dari hasil
kuisioner yang diberikan kepada peserta didik, jika dilihat berdasarkan aspek soft skill Soft
skill tertinggi kejuruan siswa di Yogyakarta berada dalam aspek interketerampilan pribadi
dengan persentase 78,68% dengan nilai rata-rata 3,15, dan terendah aspek soft skill siswa
SMK di Yogyakarta ada pada aspek swakelola keterampilan manajemen dengan persentase
70,27% dengan nilai rata-rata 2.81. Keberadaan tingkat soft skill siswa pada SMK Kota
Yogyakarta harus menjadi faktor pendukung bagi siswa untuk mendapatkan hasil yang layak
bekerja dan sesuai dengan kompetensinya.
 Jurnal Pendidikan Vokasi
Volume 9, No 3, November (217-228)
Online: http://journal.uny.ac.id/index.php/jpv

SOFT SKILLS PROFILE OF VOCATIONAL SCHOOL STUDENTS IN

YOGYAKARTA CITY FOR ENTERING THE INDUSTRIAL WORLD
Tri Wulaningrum
Universitas Negeri Yogyakarta
Samsul Hadi
Universitas Negeri Yogyakarta

Abstract
This study aims to determine the profile and how much the level of soft skills of Vocational High
School students in Yogyakarta City. This study is survey research. The population of this study was
all students grade XI of State Vocational Schools in Yogyakarta City. The sample of this study was
990 students. The data were collected using a questionnaire. The data were then analyzed and
presented in a percentage form. The results of the study present that the percentage gain shows the
soft skill profile of Vocational High School students in Yogyakarta City in each aspect, namely
communication/persuasion skills of 75.19%; performance management skills of 77.22%; self
management skills of 70.27%; interpersonal skills of 78.68%; leadership/organizational skills of
77.85%; and cultural skills of 75.60%. Then, the level of soft skills ability of Vocational High
School students in Yogyakarta City is generally categorized in medium, which is in the profile
range between M-0.5SD and M + 0.5SD ( − 0.5 < ≤ + 0.5 ).
Keywords: vocational school students, industrial world, soft skills profile

Permalink: http://dx.doi.org/10.21831/jpv.v9i3.24944

Contact Tri Wulaningrum triwulaningrum.2017@student.uny.ac.id

Department of Educational Research and Evaluation,
Graduate School of Universitas Negeri Yogyakarta
Jl. Colombo No. 1, Karangmalang, Depok, Sleman,
Yogyakarta 55281 ,Indonesia

Jurnal Pendidikan Vokasi

ISSN 2088-2866 (print) ISSN 2476-9401 (online)
218 − Jurnal Pendidikan Vokasi Community needs always change.
One of the dynamic community needs is
employ-ment needs, which are related to
INTRODUCTION the avail-ability of jobs and the needs of
the workforce. The actual condition shows a
disharmony re-lationship between
employment and the needs of labor in
Indonesia. Data from the Indonesian Central
Bureau of Statistics (2017) state that “…in the
past year, unemployment increased by 10.000
people, while the Open Unemploy-ment Rate
(Tingkat Pengangguran Terbuka or TPT) fell
by 0.11 points”.
Those data are a problem for Indonesia. It
shows that the implementation of employ-ment
policies in Indonesia has not been opti-mal.
Therefore, we need a planned and system-atic
problem-solving. One of the strategies for
solving labor problems is through education.
Educational institutions are institutions
that aim to produce quality human resources and
superior competency. Thus, the function of
educational institutions is to keep the improve-
ment process running well and produce gradu-
ates who meet the needs of the community.
Educational institutions consist of formal edu-
cational institutions, non-formal educational
institutions, and informal education institu-tions.
One of the formal education institutions that
specifically aims to produce a professional
workforce in Indonesia is a vocational educa-
tion institution held at the secondary education
level, namely Vocational High School (Seko-lah
Menengah Kejuruan or SMK).
The organization of Vocational High
School is regulated in the Law of Republic of
Indonesia No. 20 of 2003 on National Educa-
tion System. The legal regulation asserts that
“...the construction of Vocational High School
in all regions of Indonesia is intended to pre-
pare graduates for being ready to work inde-
pendently or work in certain industries or agen-
cies that need middle-level labor”. Further-more,
the sustainability of vocational schools in
Indonesia is also regulated in a national
education standard listed in the Regulation of
the Minister of Education and Culture No. 34 of
2018 on the national standard of education in
Vocational High School. This regulation states
that there are minimal criteria regarding the
education system at the Vocational High School
level in order to achieve the compe-tence of
graduates according to the needs of
Volume 9, No 3, November 2019
graduate users. Those regulations become not
only a legal regulation that must be respected
but also the mandate of the state that needs to be
guarded and taken care of as well as possible for
the welfare of the people in Indonesia.
Vocational High School is one of the
alternative government policies in overcoming
the problems of labor needs. Therefore, the
existence of Vocational High School cannot
be deprived of the development of workforce
policies. It is in line with the idea of Pardjono,
Sugiyono, and Budiyono (2015), which high-
lights that vocational education cannot be
eliminated from the development of the work-
force. Although the existence of SMK does
not necessarily solve existing problems,
through the skills taught to students in SMK,
indirectly, it will increase their productivity. It
will make vocational graduates have the skills
and abil-ities to create their own jobs. This
expectation is in line with the idea of
Thompson (1973) stating that vocational
education enhances students' skills, which will
ultimately increase their productivity.
The existence of Vocational High School
and the needs of the workforce are very relevant.
The law has ruled Vocational High School as
one of the educational institutions responsible
for producing mature students who are ready to
enter the workforce. In this way, the nation's
development efforts will move faster. It is in
accordance with Komariah (2010) that
Vocational High School is an edu-cational
institution that is responsible for pre-paring
students to enter the labor market, which is one
of the nation's development efforts.
In fact, graduates of Vocational High
School have yet to be able to answer the prob-
lems of labor in Indonesia. Supriyadi (2002)
reveals that until now, there are still many job
market offers that have not been filled. This
condition is supported by data published by the
Indonesian Central Bureau of Statistics (2017),
”...seen from the level of education, TPT for
Vocational High School is the highest among
other education levels, which is 11.41 percent”.
The empirical observation of the Depart-
ment of National Education (2004), as quoted by
Mariah and Sugandi (2010), states that most
graduates of Vocational High School (SMK) in
Indonesia are less able to adjust to the devel-
opment of science and technology. Further,
graduates of SMK in Indonesia are also less able
to develop themselves and careers in the
places where they work. It shows that
gradu-ates of SMK in Indonesia do not yet
have ma-ture work-readiness so that their
existence has not been able to answer the
problems of labor in the country.
Work readiness of someone entering the
workforce shows a pattern. The pattern is com-
posed of several factors that are interconnected
and influence. Mariah and Sugandi (2010) state
that in general, a person's work readiness is
composed of three factors. First, physiological
factors which involve several aspects, namely
age maturity, physical condition, and body or-
gans. Second, the experience factor that con-
tains a learning experience or work that must be
owned by a prospective worker. In this work
experience factor, a prospective worker is said
to have work readiness if he has the ability,
knowledge, and skills, or hard skills. Third,
psychological factors involving mental, emo-
tional, and social conditions. In this psycho-
logical factor contained the ability of soft skills
that must be possessed by a prospective worker
who has work readiness.
Those three factors show that there is a
pattern of relationships between hard skills
and soft skills in a person who has work
readiness. The relationship between hard
skills, soft skills, the world of work, and
education can be identified through the ratio
of the needs of soft skills and hard skills to
the world of work and education.
Soft skills in humans include personal
and interpersonal behaviors that develop and
maximize human performance, including:
“leadership, team building, decision making,
initiative, so it does not include technical skills
such as financial, computer or assembly skills”
(Bernthal, Weaver, & Wellins, 2002). Kaipa,
Milus, Chowdary, and Jagadeesh (2005) men-
tion that soft skills become essential compe-
tencies and are the key to success for a work-
force in the place where he works and also to
develop himself. It certainly strengthens the
importance of soft skills for someone in the
workforce. By having soft skills attributes that
are in harmony with the needs of the world of
work, of course, a workforce will be able to
survive and develop themselves.
In certain fields of education, such as
Vocational High School, soft skills cannot be
revoked from the system of education. Voca-
tional High School, as an education system
oriented to produce graduates who are ready to
219
work and competitive, always directs
graduates to be ready-to-work, smart, have
competitive and comparative advantages and
have strong character as professional workers.
In fact, a study conducted by Ghufron et
al. (2017) found a discrepancy between Voca-
tional High School and the industrial world in
terms of understanding soft skills needs. It does
not just happen but has a cause. Some other
studies, if analyzed, will provide answers to the
causes of these inconsistencies. One of them is
the study of Neff and Citrin (1999) in Mariah
and Sugandi (2010), which reveals the imbal-
ance in the ratio between the needs of soft skills
in the world of work and the soft skills taught at
school. Neff and Citrin (1999) in Mariah and
Sugandi (2010) state that the ratio of the needs
of soft skills and hard skills in the workplace/
business that is able to retain someone at work
is 80% determined by the mindset (soft skills)
and 20% determined by technical skills (hard
skills). However, the education system runs the
opposite, where the ratio of soft skills is only
given an average of 10% in the curriculum. The
contradictory comparison between the needs of
soft skills and hard skills in the world of work
and educational institutions is shown in Figure
1 and Figure 2.
20%
Soft Skills
80% Hard Skills
Percentage of Soft Skills as a
Component of Success in the World of
Work
Our 10%
Soft Skills
Education
System 90% Hard Skills

220 − Jurnal Pendidikan Vokasi
Problems do not only stop at the im-
balance of the ratio of hard skills-soft skills
between the industrial world and the world of
education. Another problem is the lack of re-
levance of understanding between the world of
industry and the world of education about the
soft skills needed by the world of work. The
actual condition shows the gap between the soft
skills needed by the business/industry (Dunia
Usaha/Dunia Industri or DU/DI) and those
taught at school. Suryanto, Kamdi, and Sutrisno
(2013) state that there was a mismatch between
soft skills needed by the industrial world and
those taught at Vocational High School, that (1)
the soft skills mostly needed by the industrial
world are communication skills; while (2) the
most important soft skills to be taught at
Vocational High School, according to the
teacher, are honesty and good attitude and
according to students is time discipline.
Figure 1 and Figure 2, coupled with the
analysis of the results of the study related to the
lack of relevance of hard skills-soft skills be-
tween the world of work and the world of edu-
cation, illustrate the existence of conditions that
should not occur. The world of work and
educational institutions should develop with a
balanced ratio. The imbalance of the ratio of
hard skills and soft skills to educational institu-
tions and the world of work shows a problem
that must be solved. In other words, the pattern
of imbalances in the ratio of hard skills and soft
skills and the incompatibility of understanding
of the soft skills needed by the world of work
with those given by the education system show
that education in Indonesia has not fully been
able to improve national development.
The disharmony of hard skills and soft
skills ratios, as well as the incompatibility of the
understanding of prospective workers' soft skills
from vocational education with industrial needs,
demands an immediate solution. These problems
can be solved if both of them have the required
soft skill standards or indicators as well as the
soft skill profiles that are currently owned by
Vocational High School students. The soft skill
profile of Vocational High School students is
useful to provide an over-view of the readiness
Vocational High School students to enter the
industrial world, so judg-ment and
recommendations can be made. In fact, there is
no official standard released by the government
through the Indonesian Na-tional Qualifications
Framework (Kerangka
Portions of Soft Skills
Given in Education
Soft skills profile of vocational school students…
Tri Wulaningrum, Samsul Hadi
Kualifikasi Nasional Indonesia or KKNI) re-
lated to the need for industrial workforce soft
skills along with the soft skill profile of
current Vocational High School students.
The absence of national standards gov-
erning the soft skills needed by the industrial
world and the lack of studies on soft skills
profiles of current vocational students is un-
doubtedly a challenge for vocational education
institutions. Vocational education is required to
actively keep abreast of the development of the
needs of soft skills in the industrial world and to
measure the achievements of their stu-dents' soft
skills towards existing standards. The soft skill
profile of Vocational High School (SMK)
students is essential to see. It re-lates to the
relevance of the prospective soft skills of
workers with industrial needs. There-fore, today,
a study is needed to look at the pro-files and
achievements of the soft skills of Vocational
High School students based on the needs of the
industrial world. This study indeed must be
preceded by a study of the basic stan-dards of
soft skill needs in the industrial world.
Regarding the standard urgency of the
needs of soft skills in the industrial world, a
soft skills measurement instrument needed by
the world of work has been developed, namely
Kantrowitz’s Soft Skills Performance Mea-
surement (SSPM). Kantrowitz (2005) men-
tions that there are seven soft skills compo-
nents that must be possessed by a workforce
in order to be able to survive in the workforce,
namely (1) communication/persuasion skills,
(2) performance management skills, (3) self-
management skills, (4) interpersonal skills,
(5) leadership/organization skills, (6) political/
cultural skills, and (7) counterproductive skills.
SSPM is a soft skills measurement in-
strument used in general, not for particular fields
of expertise or specific levels of educa-tion
(Kantrowitz, 2005). It is motivated by the
opinion of Boyatzis (1982) in Kantrowitz
(2005), who stated that soft skills broadly apply
to various jobs. Thus, all fields of work need a
tendency for soft skills that can be generalized.
SSPM is used to see the soft skills pro-
file of Vocational High School students. This
profile can be used as a reference for detecting
soft skills in students. The results of this study
can be used as further study material (for exam-
ple, improving aspects of students' soft skills
that are still low). The problem is that SSPM
cannot be used directly. Detecting students'
Volume 9, No 3, November 2019
soft skills will be better if it is adapted to the
needs of soft skills in the business world and
industry. Ghufron et al. (2017) explain that:
"work culture is soft skills possessed by
a group of prospective workers (who are
in SMK) in order to be able to optimize
their hard skills. The profile of
vocational school graduates who have a
work culture in harmony with the
demands of the industry and or the
business world will definitely increase
absorption".
The results of a survey conducted by
Widarto (2011) show that the current profile
of labor needed by the industrial world is a
workforce that has strong, soft skills aspects.
Widarto (2011) states that there are 13 work
cultures (soft skills) needed by the business
world and the industrial world, namely: (1)
discipline; (2) honesty; (3) commitment: (4)
responsibility; (5) confidence; (6) ethics; (7)
manners; (8) cooperation; (9) creativity; (10)
communication; (11) leadership; (12) entre-
preneurship; and (13) organizing.
Based on some of the reviews previously
presented, this research was conducted to look
at the profile and measure the level of Voca-
tional High School students' soft skills based on
industry needs. The instruments developed in
this study used SSPM to be adapted to the work
culture in Indonesia as a reference in looking at
the needs of soft skills in the busi-ness world
and industry. Soft skills instruments are reduced
to six aspects tailored to the work culture in
Indonesia. These six aspects are (1)
communication/persuasion skills; (2) perfor-
mance management skills, (3) self-manage-
ment skills, (4) interpersonal skills; (5) leader-
ship/organization skills, and (6) cultural skills.
The selection of Vocational High School stu-
dents as research respondents was motivated by
the main objective of Vocational High School
as an educational institution that stan-dardized
to produce graduates who were ready to work.
The soft skills that must be possessed by a
vocational graduate in entering the indus-trial
world are one indicator of work readiness. Data
acquisition related to the suitability of
Vocational High School graduates' soft skills
with the needs of soft industrial sketches, of
course, can be used as material for scientific
studies in the improvement and development of
vocational education systems in Indonesia.
221
RESEARCH METHOD
This study is survey research employing
a quantitive approach. The research only pro-
filed and examined the level of soft skills
Vocational High School students (how high level
of soft skills by presenting it in the form of
diagrams and numbers with a description in
sentence form). The population in this study is all
of the students of State Vocational Schools
(grade XI) in Yogyakarta City. The sample of
this study was 990 students. The sample size is
determined based on Roscoe's theory (1975),
which is taken 30 students in each department in
eight schools. Then, the next step is deter-mining
the sample in each department in each school by
using simple random sampling. The data
collection technique used is questionnaire.
The study used one variable described
into several aspects originating from SSPM and
reduced to only six indicators: communica-
tion/persuasion skills, performance manage-
ment skills, self-management skills, interper-
sonal skills, leadership/organization skills, and
cultural skills. The data were analyzed de-
scriptively. Analysis was used to calculate the
mean, median, mode, standard deviation, data
distribution table, profile percentage, and chart
categories that show the level of student's soft
skills. Profile percentage of soft skills was
analyzed using the following formula:
Profile Percentage = 100%
n = empiric score N = Ideal Score
Table 1. Calculation Formulas for Soft
Skills Level Categories
Category
Calculation Formula
Level
Very Low ≤ − 1,5
Low − 1.5 < ≤ − 0.5
Medium − 0.5 < ≤ + 0.5
High + 0.5 < ≤ + 1.5
Very High + 1.5 <
M = Average of Ideal Score = 2 (
1
+ )
SD = Ideal Standard Deviation =
1
6( − )
The level category of soft skills,
accord-ing to Azwar (2012), is divided into
five: very low, low, medium, high, and very
high. These five categories are obtained
through the calcu-lations presented in Table
1.
Soft skills profile of vocational school students…
Tri Wulaningrum, Samsul Hadi
222 − Jurnal Pendidikan Vokasi
RESULTS AND DISCUSSION
The results of the study are presented in
the form of the results of calculations of central
tendencies (mean, median, mode) and data dis-
tribution. The presentation of data distribution
includes variants and standard deviations. Next
is the presentation of the size of the frequency
distribution and interpretation of the research
data, where interpretation refers to five-level
categories, namely, very low, low, medium,
high, and very high. The description of the
variable data on soft skills of students of State
Vocational Students in Yogyakarta City con-
sists of six aspects: (1) communication/persua-
sion skills, (2) performance management skills,
(3) self management skills, (4) interpersonal
skills, (5) leadership/organization skills, and
(6) cultural skills.
Before the presentation of the profile and
level of soft skills in each aspect, it will first be
presented the profile of Vocational High School
students' soft skills in Yogyakarta City in
general. In general, the profile of Voca-tional
High School student soft skills is shown by the
percentage gain in each aspect, namely
communication/persuasion skills of 75.19%;
performance management skills of 77.22%; self
management skills of 70.27%; interperson-al
skills of 78.68%; leadership/organization skills
of 77.85%; and cultural skills of 75.60%. This
percentage number does not indicate the number
of students, but rather the score of achievement
of soft skills in each aspect. The general profile
of Vocational High School stu-dents' soft skills
is presented in Figure 3.
75.19%
Communication/
Persuasion Skills
77.22%
75.60%
Performance
Cultural Skills
Management Skills
77.85% 70.27%
Leadership/ Self-Management
Organization Skills Skills
78.68%
Interpersonal Skills
Profile of Soft Skills of
Vocational High School (SMK) Students
in Yogyakarta City
Volume 9, No 3, November 2019
Figure 3 shows that interpersonal skills
are aspects of soft skills that have the highest
percentage achievement, while the lowest
percentage achievement is in aspects of self-
management skills. In other words, in
Yogyakarta City, the most prominent soft skills
of Vocational High School students are on the
aspects of interpersonal skills. Based on the
achievements of the highest to lowest percent-
age, the soft skills aspect in the profile of Voca-
tional High School soft skills in Yogyakarta is
written as follows: (1) interpersonal skills; (2)
leadership/organization skills; (3) perfor-mance
management skills; (4) cultural skills;
(5) communication/persuasion skills; (6) self-
management skills.
Table 2. Comparison of the Aspect Levels of
Soft Skills of Students of State Vocational
School in Yogyakarta City
Average
Aspects of Soft Skills Rank
Values
Interpersonal Skills 3.15 1
Leadership/organization Skills 3.11 2
Performance management skills 3.09 3
Cultural skills 3.02 4
Communication/persuasion skills 3.01 5
Self management skills 2.81 6
The same sequence of the highest and
lowest soft skills aspects was also obtained
through the comparison of each aspect’s aver-
age value. Table 2 shows the order of soft skills
aspects of students of Vocational High School in
Yogyakarta City viewed from the average value.
Furthermore, the levels of Vocational High
School students' soft skills in Yogyakarta are
presented in more detail in each aspect.
Interpersonal Skills
Interpersonal skills measurement of
students of Vocational High School in
Yogyakarta City used 20 questionnaire items.
The ideal maximum score on this aspect is 80,
and the ideal minimum score is 20. The
average score of students in this aspect is
62.94, with a maximum score of 80 and a
minimum of 23. The standard deviation in this
aspect is 7.85. Based on the calculation results
using SPSS software, the percentage of score
tendency in the interpersonal skills aspects of
the students of Vocational High School in
Yogyakarta City can be seen in Figure 4.

37.68%
24.44% 25.05%
5.66% 7.17% very low levels of achievement;
VeryLow Medium HighVery category level; 20.91% at the high cate-gory
Low
Interpersonal Skills Graph
Figure 4 shows that in the interpersonal
skills aspect, as many as 5.66% of Vocational
High School students in Yogyakarta have very
low levels; 24.44% at the low category level;
37.68% is in the medium category level;
25.05% at the high category level; and 7.17%
at the very high category level. These results
indicate that the level of achievement of
Vocational High School students' soft skills
in Yogyakarta city is generally at the level of
achievement of the medium.
Leadership/Organization Skills
Leadership/organization skills
measure-ment of students of Vocational High
School in Yogyakarta City used
questionnaires as many as 17 items. The ideal
maximum score on this aspect is 68, and the
ideal minimum score is 17. The average score
of students in this aspect is 52.94, with a
maximum score of 68 and a mini-mum of 17.
The standard deviation in this aspect is 7.33.
Based on the calculation results using SPSS
software, the percentage of score tendency in
the leadership/organization skills aspects of
the students of Vocational High School in
Yogyakarta City can be seen in Figure 5.
44.34%
20.61% 20.91%
5.35%
VeryLow Medium HighVery per-formance management skills, 6.16% of
Low High Voca-tional High School students in
Leadership/Organization
Skills Graph
223
Figure 5 shows that in the aspect of the
leadership/organization skills, 5.35% of Voca-
tional High School students in Yogyakarta have
20.61% at the
low category level; 44.34% is in the me-dium
High level; and 8.79% at the very high category level.
These results indicate that the level of
achievement of Vocational High School stu-
dents' soft skills in Yogyakarta on aspects of
leadership/organization skills, in general, is at
the level of achievement of the medium.
Performance Management Skills
The masurement of performance man-
agement skills of students of Vocational High
School in Yogyakarta City used questionnaires
as many as 21 items. The ideal maximum score
in this aspect is 84, and the ideal minimum
score is 21. The average score of students in this
aspect is 64.86, with a maximum score of 84
and a minimum of 21. The standard devia-tion
in this aspect is 7.88. Based on the calcu-lation
results using SPSS software, the percent-age of
score tendency in the performance man-
agement skills aspects of the students of Voca-
tional High School (SMK) in Yogyakarta City
can be seen in Figure 6.
42.02%
24.44%
20.00%
6.16% 7.37%
Very Low Medium HighVery
Low High
Performance Management
Skills Graph
8.79%
Figure 6 shows that in the aspect of
Yogyakarta have very low levels of
achievement; 20% are in the low category
level; 42.02% is in the level of the medium
category; 24.44% at the high category level;
and 7.37% at the very high cate-gory level.
These results indicate that the a-chievements
of Vocational High School stu-dents' soft
skills in aspects of management skills
performance, in general, are at the level of
medium achievement.

224 − Jurnal Pendidikan Vokasi
Cultural Skills
Cultural skills measurement of students
of Vocational High School in Yogyakarta City
used 13 questionnaire items. The ideal maxi-
mum score in this aspect is 52, and the ideal
minimum score is 13. The average score of
students in this aspect is 39.31, with a maxi-
mum score of 52 and a minimum of 16. The
standard deviation in this aspect is 5.03. Based
on the calculation results using SPSS
software, the percentage of score tendency in
the cultural skils aspects of the students of
Vocational High School (SMK) in Yogyakarta
City can be seen in Figure 7.
45.56%
19.09% 20.51%
6.36% 8.48%
VeryLow Medium HighVery
Low High
Cultural Skills Graph
Figure 7 shows that in the cultural skills
aspect, as much as 6.36% of Vocational High
School students in Yogyakarta have very low
levels of achievement; 19.09% is in the low
category level; 45.56% are in the medium
category level; 20.51% at the high category
level; and 8.48% at the very high category
level. These results indicate that the achieve-
ments of Vocational High School students'
soft skills in the city of Yogyakarta are
generally at the medium level.
Communication/Persuasion Skills
Communication/persuasion skills mea-
surement of students of Vocational High
School in Yogyakarta City used 12 question-
naire items. The ideal maximum score on this
aspect is 48, and the ideal minimum score is
12. The average score of students in this
aspect is 36.09, with a maximum score of 48
and a minimum score of 15. The standard
deviation in this aspect is 4.73. Based on the
calculation results using SPSS software, the
percentage of score tendency in the
communication/persua-sion skills aspects of
the students of Vocational High School in
Yogyakarta City can be seen in Figure 8.
Soft skills profile of vocational school students…
Tri Wulaningrum, Samsul Hadi
49.70%
17.98% 20.71%
5.45% 6.16%
VeryLow Medium HighVery
Low High
Communication/Persuasion Skills
Graph
Figure 8 shows that in the aspect of
com-munication/persuasion skills, 5.45% of
Voca-tional High School students in
Yogyakarta have a very low level of soft skills
achieve-ment; 17.98% at the low category
level; 49.70% at the medium category level;
20.71% is in the high category level; and
6.16% at the very high category level. These
results indicate that the achievements of the
vocational stu-dents' soft skills in the aspects
of communica-tion/persuasion skills are
generally at the medi-um level.
Self Managements Skills
Self-management skills measurement of
students of Vocational High School (SMK) in
Yogyakarta City used ten questionnaire items.
The ideal maximum score on this aspect is 40,
and the ideal minimum score is 10. The aver-
age score of students in this aspect is 28.11,
with a maximum score of 40 and a minimum
of 14. The standard deviation in this aspect is
3.86. Based on the calculation results using
SPSS software, the percentage of score ten-
dency in the self-management skills aspects of
the students of Vocational High School in
Yogyakarta City can be seen in Figure 9.
38.38%
28.69%
17.58%
6.36% 8.99%
VeryLow Medium High Very
Low High
Self-Management Skills Graph
Volume 9, No 3, November 2019
Figure 9 shows that in the aspect of self-
management skills, 6.36% of SMK students in
Yogyakarta have very low levels of achieve-
ment; 28.69% is at the low category level;
38.38% is in the medium category level;
17.58% at the high category level; and 8.99% is
in the very high category level. These results
indicate that the achievements of Vocational
High School students' soft skills in Yogyakarta
on the aspects of self-management skills, in
general, are at the medium level.
The existence of soft skills in Vocational
High School (SMK) students to enter the
industrial world is very important. It is in line
with Evenson (1999) that soft skills have been
around for a long time in the business and
education environment, in company meetings,
and curriculum development.
The soft skills of Vocational High
School (SMK) students in Yogyakarta in this
study were measured based on six aspects,
namely, communication/persuasion skills,
per-formance management skills, self-
manage-ment skills, interpersonal skills,
leadership/ organization skills, dan cultural
skills. These aspects are aspects obtained
through the theory of Kantrowitz (2005).
Furthermore, six major aspects of soft
skills in this study have a framework in gen-
eral. Aspect 1 is labeled as Communication/
Persuasion Skills. It includes behaviors gener-
ally aimed at communicating with others, in
terms of asking questions, delivering presen-
tations, influencing others, negotiating, per-
suading, and seeking information. Aspect 2 is
labeled as Performance Management Skills.
This cluster encompasses behaviors involved in
managing the work of others and managing
projects. It includes activities such as analyzing
needs, articulating expectations, coaching/
training, developing others, and evaluating per-
formance. Aspect 3 is labeled Self-Manage-
ment Skills, which are aimed at managing,
controlling, and regulating one’s own behav-
iors. This aspect includes acting calm during a
crisis, controlling emotions, and tolerating
stress. Aspect 4 is labeled Interpersonal Skills,
which describe work behaviors that involve
interacting with others in work situations. It
includes acting courteous and respectful, build-
ing a network, complimenting others on valid
points, compromising, developing rapport, and
reconciling opinions. Aspect 5 is called Lead-
ership/Organization Skills, which involve en-
225
visioning and implementing plans and strate-
gies. This aspect includes developing strate-
gies/plans, showing a vision, providing solu-
tions, and setting goals. Aspect 6 is termed
Political/Cultural Skills and involves demon-
strating competence with respect to function-ing
in the culture and climate of an organiza-tion.
This aspect includes behaviors such as adapting
to environments and people, adjusting a
message to an audience, learning unwritten
rules, and modifying reactions to fit the culture.
The six aspects of soft skills, according
to Kantrowitz (2005), have related to other
theoretical soft skills aspects, one of which is
Robles (2012). In more detail, Robles (2012)
states that there are ten aspects of soft skills
needed to enter the workforce, namely: (1)
communication, (2) courtesy; (3) flexibility;
(4) integrity; (5) interpersonal skills; (6) posi-
tive attitude; (7) professionalism; (8) responsi-
bility; (9) teamwork; and (10) work ethic. If
analyzed, between Kantrowitz (2005) and
Robles (2012), there are two similar aspects
related to the needs of the workforce's soft
skills, namely communication skills and inter-
personal skills aspects.
The results of the study indicate that
the level of soft skills of Vocational High
School (SMK) students in Yogyakarta City is
general-ly categorized as medium. If viewed
from the level of student’s soft skills in each
aspect, the highest soft skills of the vocational
student in Yogyakarta City is interpersonal
skills with the percentage of the profile of
78.68%; and the lowest aspect of the
student’s soft skills in
Yogyakarta City is self-management skills with
the percentage of the profile of 70.27%. If
sorted from aspects that have the best profile
(high percentage), the profile of vocational
students' soft skills in Yogyakarta is (1)
interpersonal skills; (2) leadership/organiza-tion
skills; (3) performance management skills;
(4) cultural skills; (5) communication/persua-
sion skills; and (6) self management skills.
Based on the above sequence, it is
known that the best soft skills in vocational
students in Yogyakarta City are about abilities
in work behaviors that involve interacting with
others in work situations. It includes acting
courteous and respectful, building a network,
complimenting others on valid points, compro-
mising, developing rapport, and reconciling
opinions. Meanwhile, the soft skills with the
lowest achievements include the ability in
Soft skills profile of vocational school students…
Tri Wulaningrum, Samsul Hadi
226 − Jurnal Pendidikan Vokasi
managing, controlling, and regulating one’s
own behaviors, acting calm during a crisis,
controlling emotions, and tolerating stress.
The results show that, in general, voca-
tional students in Yogyakarta City were at the
level of achievement of the medium in all as-
pects. Referring to the results of the study, it can
be said that in the soft skills variable, SMK
students in Yogyakarta City are considered to
have the readiness to enter the industrial world.
The level of vocational soft skills of students in
the medium category can be used as a sup-
porting factor in entering the workforce. This is
in accordance with Pusriawan and Soenarto
(2019) that it is not only hard skills that stu-
dents must have, but also soft skills. One form
of soft skills is employability skills (Pusriawan
& Soenarto, 2019). Employability skills of the
students of State Vocational Schools should be a
supporting factor for students to get decent work
and in accordance with their competency skills so
that stakeholders can really use it well (Pusriawan
& Soenarto, 2019).
Pusriawan and Soenarto (2019) state that
employability skills are non-technical skills
needed by each individual, both job seekers and
workers themselves, that can be transferred and
learned through both habituation and train-ing.
There are nine aspects of employability skills
according to Pusriawan and Soenarto (2019),
namely: (1) communication skills; (2)
collaboration skills with TIM; (3) problem-
solving skills; (4) skills in taking initiatives and
trying; (5) skills in planning and organizing
activities; (6) self management skills; (7) skills
in learning; (8) skills in using technology; and
(9) occupational health and safety skills.
The results of the study show that in vo-
cational students in Yogyakarta City, the inter-
personal skills aspects became the most promi-
nent aspect. The existence of interpersonal skills
aspects as the aspect with the highest
achievement projects that vocational students in
Yogyakarta City have representation with the
needs of today's industry. It is in line with
Sheikh (2009) that interpersonal skills are the
most critical skills at all levels. In addition,
Klaus (2010) states that companies assess em-
ployee interpersonal skills as more important
than their analytical abilities. Bernthal et al.
(2002) state that soft skills include personal and
interpersonal behaviors that develop and
maximize human performance, which include:
“leadership, team building, decision making,
Volume 9, No 3, November 2019
initiative, so it does not include technical skills
such as financial, computer or assembly skills”.
Nowadays, it is increasingly realized that
soft skills in vocational students are so important
in preparing graduates who are in accordance
with the vision and mission of the Vocational
School. It is evidenced by several studies related
to the development of soft skills learning models
conducted at Vocational High School. Amin,
Zamroni, and Sofyan (2017) developed a soft
skills learning model inte-grated with the
learning program. Furthermore, Hamidah (2013)
also developed a soft skills learning model that
is integrated into vocation-al students in culinary
study programs, which is a hypothesis learning
model. This learning model allows the mastery
of soft skills in stu-dents to be consistent. The
integration process can start from student
learning design, ongoing implementation, and
evaluation based solely on continuous
improvement or performance management.
Related to the importance of soft skills to
prepare students to enter the work-force,
Abdullah-Al-Mamun (2012) states that
education institutions should present a well-
formed learning experience with enhancing
graduate employability as a core constituent
where soft skills are embedded in the curric-
ulum process.
CONCLUSION
The level of soft skills of Vocational High
School students in Yogyakarta is general-ly
categorized at a medium level. If viewed from
the level in each aspect, there are com-
munication/persuasion skills of 75.19%; per-
formance management skills of 77.22%; self-
management skills of 70.27%; interpersonal
skills of 78.68%; leadership/ organizational
skills of 77.85%; and cultural skills of 75.60%.
The highest soft skills of vocational
students in Yogyakarta are in aspects of inter-
personal skills with a percentage of 78.68% with
an average value of 3.15, and the lowest aspect
of soft skills of vocational students in
Yogyakarta is on the aspect of self-manage-ment
skills with a percentage of 70.27% with an
average value of 2.81. The existence of the level
of soft skills of students in the medium in
vocational students of Yogyakarta City should
be a supporting factor for students to get decent
work and in accordance with their competency
skills so that stakeholders really use it well.
ACKNOWLEDGMENTS
The researchers thank the mentors
and academic members of the Educational
 Re-search and Evaluation Study Program
(Gradu-ate School of Universitas Negeri
Yogyakarta) for the provided input so that
this research could be completed.
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