The 21st century learning requires complex competencies, transformations of technology-based learning and non-cognitive skills need. This situation makes it difficult for teachers of Indonesian vocational education apply 21st century skills. This study aimed to analyze the level of difficulty of teachers and students in vocational education and analyzing the differences in the difficulties faced in vocational education. This research used survey research with a quantitative approach. A total of 178 people participated in the study consisting of two public vocational high schools and two private vocational schools with the distribution of respondents consisting of 155 students and 23 teachers. Collecting data using a questionnaire in the form of a statement of difficulties faced by teachers and students, including creativity skills, critical thinking, problem solving, communication, collaboration, and digital literacy or information and communication technology (ICT) as many as 50 items. The instrument used was a Likert scale with very difficult, difficult, easy, and very easy categories. The findings of the study showed: i) All skills were identified on the “easy” criteria; and ii) There were significant differences between the difficulties faced by teachers and students, especially communication skills. The recommendation in this study is the need to improve 21st century skills to produce competitive graduate candidates in vocational education.

This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.

The quality of learning for vocational teachers in Indonesia in the 21st century is still a very serious problem and has not yet received a practical solution. The prediction is that the self-efficacy of vocational teachers is weak and is motivated by very limited mastery of digital technology and low psychological well-being, which is strongly suspected as a contributing factor. This study examines the role of self-efficacy and mediation of digital technology intimacy and psychological well-being in improving the quality of vocational teacher learning. This research is an ex-post-facto study with 216 vocational teachers as respondents. Data was collected using a questionnaire technique consisting of digital technology intimacy (DTI), psychological well-being (PWB), self-efficacy (SE), and instructional quality (IQ) questionnaires using four Likert scales, namely strongly agree to strongly disagree. Data were analyzed using structural equation modeling (SEM) analysis techniques with path analysis and bootstrap methods. The results of the study revealed that SE had a significant and positive effect on DTI and PWB in influencing the quality of learning. On the other hand, DTI and PWB have a positive effect on self-efficacy and learning quality.

The low work readiness of vocational education (VE) graduates is caused by a mismatch of competencies with job demands. The unemployment rate for VE graduates is increasing due to low competency mastery and job absorption. The purpose of this study is to determine the competency needs of architectural engineering graduates according to the current demand for the construction industry. The research sample consisted of 193 respondents consisting of VE teachers and practitioners from the construction industry in Indonesia. The Covariance-Based Structural Equation Modeling (CB-SEM) analysis is used for the evaluation of the structural models of architectural engineering competency demands. The results of the analysis test using Confirmatory Factor Analysis (CFA) show that the construct validity of the evaluation model is in a good category. The evaluation model testing met the statistical criteria of goodness of fit. The model substantially explains 89.75% of the various competencies that must be mastered by architectural engineering graduates and suitable for use in Indonesia and other countries.