Industrial work culture education in Indonesian vocational high schools: Teachers’ perceptions and practices

Abstract

Industrial work culture education (IWCE) is an important component in creating vocational school graduates who are competent and able to adapt quickly in the workplace. The implementation of IWCE has not been widely studied, so this study aims to describe Indonesian vocational high school teachers’ perceptions and practices concerning IWCE. This study is a phenomenological qualitative research with automotive teachers from public and private VHS that have been accredited A in the Special Region of Yogyakarta and Central Java, Indonesia. Data were collected using interview techniques, analysed using the method presented by Creswell and Poth (2019). Analysis was assisted by Atlas Ti software to code, determine themes and relationships between themes, and determine the conclusions of the study. Results show that (1) types of IWC applied in VHS vary and their application is not optimal; (2) teachers have a central role in the educational pattern of IWC in VHS; (3) each school has different strategies for implementing IWCE; and (4) obstacles have been identified in school aspects, regulations, teachers, infrastructure, industry and costs. © 2023, Western Australian Institute for Educational Research Inc. All rights reserved.

Keywords

Author Keywords

Not provided

Index Keywords

Author Affiliations

Department of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Yogyakarta, Indonesia

Department of Automotive Engineering Education, Universitas Negeri Yogyakarta, Yogyakarta, Yogyakarta, Indonesia

Department of Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Yogyakarta, Indonesia, Department of Automotive Engineering Education, Universitas Negeri Yogyakarta, Yogyakarta, Yogyakarta, Indonesia

Funding & Acknowledgements

Universitas Negeri Yogyakarta, UNY

We would like to express the highest gratitude to The Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), The Center for Education Financial Services (Puslapdik), and The Indonesia Endowment Funds for Education (LPDP) of Indonesia for providing the Indonesia Educational Scholarships (BPI) enabling the first author (Nirmala Adhi Yoga Pambayun) to pursue a doctoral degree at Universitas Negeri Yogyakarta.

Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, MECRT

We would like to express the highest gratitude to The Ministry of Education, Culture, Research, and Technology (Kemendikbudristek), The Center for Education Financial Services (Puslapdik), and The Indonesia Endowment Funds for Education (LPDP) of Indonesia for providing the Indonesia Educational Scholarships (BPI) enabling the first author (Nirmala Adhi Yoga Pambayun) to pursue a doctoral degree at Universitas Negeri Yogyakarta.

References 10 References

1 Akkerman, Sanne Floor, Boundary crossing and boundary objects, Review of Educational Research, 81, 2, pp. 132-169, (2011)

2 Academy of Management Review, (1985)

3 Ashkanasy, Neal M., The handbook of organizational culture and climate, The Handbook of Organizational Culture and Climate, pp. 1-650, (2011)

4 Bakar, Ramli, The influence of professional teachers on Padang vocational school students' achievement, Kasetsart Journal of Social Sciences, 39, 1, pp. 67-72, (2018)

5 Berner, Boel, Crossing boundaries and maintaining differences between school and industry: Forms of boundary-work in Swedish vocational education, Journal of Education and Work, 23, 1, pp. 27-42, (2010)

6 Billett, Stephen Richard, Toward a workplace pedagogy: Guidance, participation, and engagement, Adult Education Quarterly, 53, 1, pp. 27-43, (2002)

7 Billett, Stephen Richard, Integrating learning experiences across tertiary education and practice settings: A socio-personal account, Educational Research Review, 12, pp. 1-13, (2014)

8 Binder, Jens F., The academic value of internships: Benefits across disciplines and student backgrounds, Contemporary Educational Psychology, 41, pp. 73-82, (2015)

9 Choy, Sarojni, Australian stakeholders’ conceptions of connecting vocational learning at TAFE and workplaces, International Journal of Training Research, 14, 2, pp. 88-103, (2016)

10 Qualitative Inquiry and Research Design Choosing Among Five Traditions, (1998)

Industrial work culture education in Indonesian vocational high schools: Teachers’ perceptions and practices

How to Cite