Soft Skills and Hard Skills Needed In Industry 4.0 For Electrical Engineering Students
DOI:
https://doi.org/10.37385/jaets.v5i1.2174Keywords:
soft skills, hard skill, industry needs, electrical engineeringAbstract
This paper investigates industry perceptions regarding the relevance of the courses in the curriculum provided by universities and whether they are in accordance with the demands that exist in the industrial world. This research uses a descriptive survey method. The sample taken from electrical engineering alumni who worked in industry was 242 people. This research uses a stratified random sampling technique. The instrument used is a 4-point scale. The assessment was rated Strongly Agree, Agree, Disagree, and Strongly Disagree with weights of 4, 3, 2, and 1, respectively. Three vocational education experts validated the instrument. Reliability was performed with Aiken-V. The questionnaire contains 34 questions. Research data was analysed by percentage, mean, and standard deviation. The findings show that the soft skills and hard skills achieved in each course in the curriculum are arranged in accordance with industry needs. Soft skills and hard skills in the curriculum can be provided to students so that they can look for related jobs.
Downloads
References
Albari, F. B., Abulkhoir, M. A., Augustianingrum, N. K., & Ananda, R. (2021). Potensi Kompetensi Keahlian Baru di Bidang Game pada Tingkat SMK. Jurnal Pendidikan Teknologi Kejuruan, 4(3), 90–94. https://doi.org/10.24036/jptk.v4i3.15423
Ali, M., Mardapi, D., & Koehler, T. (2020). Identification Key Factor in Link and Match Between Technical and Vocational Education and Training with Industry Needs in Indonesia. January. https://doi.org/10.2991/assehr.k.200521.053
Ameyaw, J., Turnhout, E., Arts, B., & Wals, A. (2019). Creating a responsive curriculum for postgraduates: lessons from a case in Ghana. Journal of Further and Higher Education, 43(4), 573–588. https://doi.org/10.1080/0309877X.2017.1386285
Angga, A., Abidin, Y., & Iskandar, S. (2022). Penerapan Pendidikan Karakter dengan Model Pembelajaran Berbasis Keterampilan Abad 21. Jurnal Basicedu, 6(1), 1046–1054. https://doi.org/10.31004/basicedu.v6i1.2084
Artanto, D., Budi Cahyono, E. A., Siswoyo, A., & Effendi, S. M. (2020). The effectiveness of learning in vocational education in mechatronics through making a simple simulation program. Journal of Physics: Conference Series, 1516(1). https://doi.org/10.1088/1742-6596/1516/1/012034
Balarin, M., & Benavides, M. (2010). Curriculum reform and the displacement of knowledge in Peruvian rural secondary schools: Exploring the unintended local consequences of global education policies. Compare, 40(3), 311–325. https://doi.org/10.1080/03057920903374440
Barton, P. E. (2006). High school reform and work: Facing labor market realities. Princeton, New Jersey: Educational Testing Service.
Billett, S. B. (2018). Improving the image of TVET. July, 1–20. http://www.unesco.org/open-access/terms-use-
Blattman, C., & Ralston, L. (2017). Generating Employment in Poor and Fragile States: Evidence from Labor Market and Entrepreneurship Programs. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2622220
Brown, A. J., & Koettl, J. (2015). Active labor market programs - employment gain or fiscal drain? IZA Journal of Labor Economics, 4(1), 12. https://doi.org/10.1186/s40172-015-0025-5
Candra, O., Islami, S., Syamsuarnis, Elfizon, Hastuti, Habibullah, & Eliza, F. (2019). Validity of development on authentic assessment tool of curriculum 2013 based in information technology. International Journal of Scientific and Technology Research, 8(12).
Carnevale, A. P., & Hanson, A. R. (2015). Learn and earn: connecting education to careers in the 21st century. In Transforming US Workforce Development Policies for the 21st Century. Georgetown University Center on Education and the Workforce.
Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
Cong, S., & Wang, X. (2012). A perspective on technical and vocational education and training. Advances in Intelligent and Soft Computing, 141 AISC, 67–75. https://doi.org/10.1007/978-3-642-27948-5_10
Daulay, S., & Rahmi, R. (2022). Prediction of Material Requirements For Vocational Practices Using The Monte Carlo Method (Case Study at SMK Dwi Sejahtera Pekanbaru). Journal of Applied Engineering and Technological Science (JAETS), 4(1), 74–83. https://doi.org/10.37385/jaets.v4i1.936
Fjellström, M. (2017). Vocational learning in a Swedish post-secondary apprenticeship. Empirical Research in Vocational Education and Training, 9(1). https://doi.org/10.1186/s40461-017-0051-6
Jansen, J. D. (1988). Curriculum change and contextual realities: an analysis of recent trends in Black South African education. International Review of Education/Internationale Zeitschrift Für Erziehungswissenschaft/Revue Internationale de l’Education, 34(3), 378–387.
McKenzie, D. (2017). Identifying and Spurring High-Growth Entrepreneurship: Experimental Evidence from a Business Plan Competition. American Economic Review, 107(8), 2278–2307. https://doi.org/10.1257/aer.20151404
Millar, C. (1984). Curriculum Improvement or Social Innovation? Journal of Curriculum Studies, 16(3), 297–310. https://doi.org/10.1080/0022027840160307
Moodie, G., & Wheelahan, L. M. (2016). (PDF) Global trends in VET: a framework for social justice. A contribution by Education International. Qualifications, the Link between Educational and Occupational Pathways, and Labour Market Outcomes Authors:, November. https://doi.org/10.13140/RG.2.2.21452.82561
Nayab, D. e, Fatima, G., & Jahanzaib, M. (2021). Teaching Strategies Employed by Teachers in teaching Skills to Students of Vocational Training Institutes of Punjab Pakistan. Sustainable Business and Society in Emerging Economies, 3(4), 605–616. https://doi.org/10.26710/sbsee.v3i4.2093
Negru-Subtirica, O., & Pop, E. I. (2018). Reciprocal Associations between Educational Identity and Vocational Identity in Adolescence: A Three-wave Longitudinal Investigation. Journal of Youth and Adolescence, 47(4), 703–716. https://doi.org/10.1007/s10964-017-0789-y
Noble, D. (2019). Collaborative competencies: Moving from “soft skills” to a legitimate descriptor [Southern Cross University]. https://doi.org/https://doi.org/10.13140/RG.2.2.30434.27841
Oluoch, G. (2019). A Review of the Status of TVET Institutions in the Revitalization of the Collapsed Textile Industry in Kenya. Africa Journal of Technical & Vocational Education & Training, 4(1), 77–83. https://www.afritvetjournal.org/index.php/Afritvet/article/view/83
Ramadhan, M. A., Handoyo, S. S., & Cahyati, W. (2021). Trends of Vocational Education and Training Research in Building Construction Engineering. Jurnal Pendidikan Teknologi Kejuruan, 4(2), 47–52. https://doi.org/10.24036/jptk.v4i2.20723
Rizal, F., Jalinus, N., Syahril, Sukardi, Zaus, M. A., Wulansari, R. E., & Nabawi, R. A. (2019). Comparison of ICT Using in Learning between Indonesia and Malaysia. Journal of Physics: Conference Series, 1387(1). https://doi.org/10.1088/1742-6596/1387/1/012133
Rosenbaum, J. (2005). Educational opportunity in American society: A research agenda for studying transitions. Learning Point Associates, a Paper given at the Institute of Education Science Conference on Research for Improving High Schools.
Sakti, R. H., Yetti, W., & Wulansari, R. E. (2021). Technopreneurship and It-Preneurship in Vocational Education Perspective: Perspective Theory. Jurnal Pendidikan Teknologi Kejuruan, 3(4), 194–198. https://doi.org/10.24036/jptk.v3i3.10423
Schmid, E., & Haukedal, C. L. (2022). Identifying resilience promoting factors in vocational education and training: a longitudinal qualitative study in Norway. Empirical Research in Vocational Education and Training, 14(1), 1–18. https://doi.org/10.1186/s40461-022-00139-1
Shana, Z., & Abulibdeh, E. S. (2020). Science practical work and its impact on students’ science achievement. Journal of Technology and Science Education, 10(2), 199–215. https://doi.org/10.3926/JOTSE.888
Subramanya, S. R. (2019). Curricula Challenges in Computing / IT Disciplines in the Wake of Rapid Technological Advances, Changing Jobs Landscape, and Demands of Societal Needs. European Journal of Engineering Science and Technology, January. https://doi.org/10.33422/ejest.2019.09.36
Sulistiobudi, R. A., & Kadiyono, A. L. (2023). Employability of students in vocational secondary school: Role of psychological capital and student-parent career congruences. Heliyon, 9(2), e13214. https://doi.org/10.1016/j.heliyon.2023.e13214
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes. International Journal of Instruction, 14(3), 873–892. https://doi.org/10.29333/iji.2021.14351a
Syahril, S., Nabawi, R. A., & Safitri, D. (2021). Students’ Perceptions of the Project Based on the Potential of their Region: A Project-based Learning Implementation. Journal of Technology and Science Education, 11(2), 295–314. https://doi.org/10.3926/JOTSE.1153
Tey, T. C. Y., Moses, P., & Cheah, P. K. (2022). Media Exposure and Students’ Attitude as Mediators Between Subjective Norms and Choice Intention for Science, Technology, Engineering, and Mathematics Careers. 30th International Conference on Computers in Education Conference, ICCE 2022 - Proceedings, 1, 629–638.
Turan-Güntepe, E., & Abdüsselam, M. S. (2022). A Valid and Reliable Scale for Education 4.0 Competency Determination (E4CD). Informatics in Education, 21(4), 675–694. https://doi.org/10.15388/infedu.2022.28