Industrial apprenticeship experience has not been realized optimally towards student work readiness. So that the process of factualization and comparing theoretical knowledge with actual situations and conditions in the world of work becomes less than optimal. In addition, students' work motivation to be ready to work is still in the low category. This study aims to reveal the effect of internship experience and work motivation on work readiness. The sampling technique used simple random sampling and obtained research respondents as many as 450 students in 5 vocational education schools in Yogyakarta. The combination of factor analysis and regression analysis was used to analyze the data using second-order PLS-SEM analysis. Convergent and discriminant validity, and internal consistency reliability has met the test requirements. Evaluation of the structural model shows the value of effect size (f2) with a large effect, the determination coefficient (R2) of the variable is 65.90%, and the predictive relevance (Q2) is 51.10%. Hypothesis testing is based on the β-coefficient, ρ-value, dan T-statistic values that have met the cut-off values suggested in the literature. So that all hypotheses Ha is accepted which indicates that there is a positive and significant effect on the internship experience and motivation on student work readiness. Schools are expected to provide encouragement for work motivation and review the apprenticeship process from planning to implementation in the field so as to increase student work readiness.

One of the advanced technologies in e-learning deals with the systems’ ability to fit the students’ preferences. It emerged based upon the common conception that every person has different learning style. However, despite the many options of learning style models toward using personalized e-learning, there are considerable challenges to assess the usability degree of the e-learning. The aim of this study is the evaluation of usability of personalized adaptive e-learning system that has been developed based on students’ learning style and initial knowledge level. The study involved 62 Computer Network students in one of the public vocational secondary schools in Yogyakarta, Indonesia. To measure the usability, the USE Questionnaire, which consists of four indicators (usefulness, ease of use, ease of learning, and satisfaction) represented by 30 questions with four possible Likert scale options, was distributed to the students. The research finding indicates at first the usability of the adaptive e-learning system for the students was well accepted in all aspects of usability. Next, the multiple linear regression result showed that the variables usefulness, ease of use, and ease of learning simultaneously influence satisfaction. Lastly, the regression results also revealed that the variables usefulness and ease of use partially influence satisfaction, while the variable ease of learning does not.

Teaching a subject in Vocational High School (VHS) needs specific strategy, which is part of instructional design. Recently the VHSs use computer base in instructional to deliver theory and practice subject. The computer will help teachers to make media as a part of instruction and using a system of instruction, which is usually called as e learning in instruction. Teachers need skill for operating and planning e learning as an instructional media. To make easier to deliver some subjects, the instructional design for e learning should be well prepared by teacher. This means that the teacher is required to know the model of instructional design, which is suitable for e learning for VHS and what are the indicators that are needed in implementing instructional design for e learning.Study exploration and references collection were used to find the model of instructional design for e learning. Focus group discussion (FGD) was used to define the good model for instructional design in e learning including to find the indicators, which cover the model. In this case 5 experts from 5 universities and 5 experts from the profession of information and communication technologies (ICTs) were involved. Further, the respondents that consist of 20 teachers and 165 students were used to define the good indicators in each aspect.The study founds the draft model of instructional design for e learning in VHS. The model has four aspects, including: 1) needs analysis, 2) selection and order of competence, 3) instructional development and 4) learning evaluation. The four aspects have five indicators in each

In today's world, the ability to think computationally is essential. The skillset expected of a computer scientist is no longer solely based on the old stereotype but also a crucial skill for adapting to the future. This perspective presents a new educational challenge for society. Everyone must have a positive attitude toward understanding and using these skills daily. One thousand two hundred seven documents about computational thinking (CT) may be found while searching the Scopus database from 1987 to 2023. Data from Scopus were analyzed using VOSviewer software. This study educates academics by delving into the fundamentals of what is known about the CT of visual and quantitative research skills. This approach allows for a more in-depth look at the literature and a better understanding of the research gap in CT. This bibliometrics analysis demonstrates that (1) research on CT is common to all sciences and will develop in the future; (2) the majority of articles on CT are published in journals in the fields of education, engineering, science and technology, computing and the social sciences; (3) the United States is the most dominant country in CT publications with a variety of collaborations; (4) keywords that often appear are CT, engineering, education, and mathematics, and (5) research on CT has developed significantly since 2013. Our investigation reveals the beginnings and progression of the academic field of research into CT. Furthermore, it offers a road map indicating how this study area will expand in the coming years.

The objective of this study is to evaluate the effectiveness of teachers in implementing pedagogical skills. The present study used a mixed methods approach. The participants in this study consisted of 55 highly effective educators employed in vocational secondary schools. The research data were acquired using effective teacher questionnaires, peer evaluations, observations, and comprehensive interviews. The findings indicated that a majority of highly effective educators possess a strong comprehension of the practical application of pedagogical competence. Nevertheless, a marginal disparity exists between academic knowledge and its practical application in the respective domain. The facilitation and support of teachers in the development of their pedagogic competences is a crucial responsibility of school principals. Effective and well-structured ongoing training is essential to bridge the divide between theoretical concepts and practical application, and to guarantee that educators possess the requisite expertise and understanding to tackle the demands of the current and future educational landscape. Hence, it is imperative to allocate resources towards teacher professional development and ensure the availability of sufficient assets in vocational secondary schools in order to attain educational excellence in Indonesia.