amay suherman, Mumu Komaro


The gaps in student competence with industrial demands make graduates of vocational high schools not widely absorbed in the workforce. This study aims to enhance the ability of vocational teachers in compiling indicators of competency using a lesson plan guidelines based on a learning models. The study was conducted with a qualitative approach through the action research method. The participants involved in this study came from three vocational schools in Bandung, West Java, Indonesia. The informants involved in this study were six male teachers, having more than five years of work experience and teaching productive subjects. Data collection by Focus Group Discussion (FGD) to obtain general information and individual interviews to obtain more specific data. After the data is documented and evaluated, then proceed with guiding respondents to develop indicators of competence using the lesson plan guidelines. The results of the research are expected to increase the ability of teachers to compile indicators of competence through the guidance of the lesson plan based on a learning models. So that this research will have implications for the achievement of student competencies in accordance with the demands of the job/industry.


indicators of competence, lesson plan guidelines, vocational teachers, vocational curriculum

Full Text:



Ana, A. (2020). Trends in expert system development: A practicum content analysis in vocational education for over grow pandemic learning problems. Indonesian Journal of Science and Technology, 5(2), 71–85.

Berman, E. T., Hamidah, I., Mulyanti, B., & Setiawan, A. (2020). Study of students’ experiences of air conditioning practices in vocational education. IOP Conference Series: Materials Science and Engineering, 830(4).

Chen, S., & Zhang, B. (2019). Improving Prospective Teachers’ Lesson Planning Knowledge and Skills through Lesson Study, 549–575.

Chuntala, A. D. W. (2019). Scientific approach in 21st century learning in Indonesian language learning vocational school of pharmacy. International Journal of Active Learning, 4(2), 71–77. Retrieved from

Handayani, M. N., Ali, M., Wahyudin, D., & Mukhidin. (2020). Industry perceptions on the need of green skills in agribusiness vocational graduates. Journal of Technical Education and Training, 12(2), 24–33.

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227.

Heidari, M. (2015). Iranian EFL Teachers’ Attitudes towards Lesson Planning based on their Gender. Advances in Language and Literary Studies, 6(4), 2001–2004.

Kennedy, O. (2011). Philosophical And Sociological Overview Of Vocational Technical Education In Nigeria. International Journal of Academic Research in Business and Social Sciences, 01(01), 167–175.

Ma, J., & Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys, 38(3), 1.

Marks, M. J., & Fraley, R. C. (2007). The impact of social interaction on the sexual double standard. Social Influence, 2(1), 29–54.

Maryanti, R., Nandiyanto, A., Hufad, A., & Sunardi, S. (2021). Science education for students with special needs in Indonesia: from definition, systematic review, education system, to curriculum. Indonesian Journal of Community and Special Needs Education, 1(1), 1–8. Retrieved from

Octavianda, R. P., Rustaman, N. Y., & Sriyati, S. (2015). Student’S Perception About Assessment Related With Implementation of 2013 Curriculum. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 6(1), 191.

Patmanthara, S., & Hidayat, W. N. (2018). Improving Vocational High School Students Digital Literacy Skill through Blended Learning Model. Journal of Physics: Conference Series, 1028(1).

Prihantoro, C. R. (2014). The perspective of curriculum in Indonesia on environmental education. International Journal of Research Studies in Education, 4(1), 77–83.

Rosina, H., Virgantina, V., Ayyash, Y., Dwiyanti, V., & Boonsong, S. (2021). ASEAN Journal of Science and Vocational Education Curriculum : Between Vocational Education and Industrial Needs. ASEANJournal Of Science and Engineerig Education, 1(2), 105–110.

Salajan, F. D., Nyachwaya, J. M., Hoffman, J. G., & Hill, B. D. (2016). Improving Teacher Candidates’ Lesson Planning Competencies Through Peer Review in a Wiki Environment. Teacher Educator, 51(3), 185–210.

Suharno, Pambudi, N. A., & Harjanto, B. (2020). Vocational education in Indonesia: History, development, opportunities, and challenges. Children and Youth Services Review, 115(May), 105092.

Suherman, A., Komaro, M., & Berman, E. T. (2021). Perception of Engineering Education Students Using the Curriculum Design Buku panduane as a Guide in Developing a Syllabus and Learning Plan, 520(Tvet 2020), 40–43.

Syed Ali, S. K. bin. (2014). Teachers planning and preparation of teaching resources and materials in the implementation of Form 4 Physical Education curriculum for physical fitness strand. Turkish Journal of Sport and Exercise, 16(1), 67–67.

Van De Heyde, V., & Siebrits, A. (2019). Students’ attitudes towards online pre-laboratory exercises for a physics extended curriculum programme. Research in Science and Technological Education, 37(2), 168–192.

Zaghdoudi, C., Maalej, S., Saad, Y., & Bouchaala, M. (2010). A comparative study on the performance and environmental characteristics of R410A and R22 residential air conditioners for Tunisian Market. Journal of Environmental Science and Engineering, 4(12), 37–56.

Zuhaida, A. (2019). Integrative Scientific Madrasah in Indonesia: New Developments in Integrating Science and Religion in the Learning Processes. Jurnal Ilmiah Islam Futura, 18(1), 34.



  • There are currently no refbacks.

Copyright (c) 2021 Journal of Mechanical Engineering Education

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 Indexed by:




ISSN: P 2356-4997

         E 2715-4734


View My Stats