Muhammad Nurtanto
@untirta.ac.id
Mechanical Engineering Education
Universitas Sultan Ageng Tirtayasa
RESEARCH INTERESTS
teachers' professional identity, teacher learning, teacher knowledge, STEM Education, and TVET
Scopus Publications
Scopus Publications
Ali Rahmat, Hidayat, Kiki Kurniawan, Hari Hariadi, Latifa Nuraini, Aldiano Rahmadya, Hendra Prasetia, Muhammad Nurtanto, and Usep Suhendar
AIP Publishing
Nur Kholifah, Muqarramah Sulaiman Kurdi, Muhammad Nurtanto, Farid Mutohhari, Moh Fawaid, and Tamil Selvan Subramaniam
Institute of Advanced Engineering and Science
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.
Rihab Wit Daryono, Muhammad Agphin Ramadhan, Nur Kholifah, Fajar Danur Isnantyo, and Muhammad Nurtanto
Institute of Advanced Engineering and Science
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.
Muhammad Nurtanto, Putu Sudira, Herminarto Sofyan, Nur Kholifah, and Pardjono
AIP Publishing
Widarto Widarto, , Muhammad Nurtanto, Arif Bintoro Johan, Aci Primartadi, Fajar Danur Isnantyo, , , , and
Rajarambapu Institute of Technology
Abstract: Employability Skills (ES) are a key component of prospective workers to be accepted to work in industry, especially manufacturing. However, the Employability Skills in Vocational Education Diploma (ES-VED) implementation has not been identified, and no standard pattern is in line with the manufacturing industry. The purpose of the study is to explore the perceptions of the lecturers of the student internship program coordinator at VED regarding the understanding, implementation, and strategies of employability skills. Data were collected through semi-structured interviews with five VED lecturers: Yogyakarta State University, Surakarta State University, Industrial Mechanical Engineering Academy in Solo, Semarang Polytechnic, and Subang Polytechnic. Data analysis used qualitative thematic data. The study findings reveal that employability skills are identified as software, career skills, and added value. Furthermore, employability skills consist of six components, Including Teamwork Skills (TWS), Problem-Solving Skills (PSS), Planning and Organizing Skills (POS), Management Skills and Occupational Health and Safety (MS-OHS), Initiative Skills (IEs), and Communication Skills (CnS). A strong relationship based on the Pearson CorrelationCoefficient (PCC) is Planning and Organizing Skills to Management Skills and Occupational Health and Safety of 0.852. Strengthening employability skills to the challenges of industry 4.0 is carried out through equalizing industry-based curricula, digitizing technology, developing human resources, and digitizing learning management. Keywords: employability skills, manufacturing industry, soft skills, vocational education diploma
Farid Mutohhari, , Mochamad Bruri Triyono, Putu Sudira, Muhammad Nurtanto, Nur Kholifah, , , , and
Penerbit UTHM
The importance of intention in producing graduates who are ready for entrepreneurship has not been addressed indepth invocational education. The lack of entrepreneurial personality that is supported by technological competence is the main problem. In addition, low social and psychological capital is a consequence of theseproblems. This study examines the determination of the influence of social and psychological capital, and entrepreneurial personality on entrepreneurial intentions. In addition, the entrepreneurial personality is tested for its role as a mediator and the moderating effect of technological competence is tested, which includes technological capacity and capability. Ex-post facto research was conducted involving 647 participants. Data were collected through the entrepreneurial intention scale questionnaire. SEM analysis was used to test the direct effect relationship based on the path coefficient and the mediation and moderating effect based on the bootstrap results. Findings revealed that social and psychological capital, and entrepreneurial personality have a significant effect on entrepreneurial intentions. Entrepreneurial personality plays a significant role in mediating the effect of social capital, but not on the influence of psychological capital. Meanwhile, capacity and capability only play a significant role in moderating the influence of social capital, even though technological capabilities are cansignificantly moderate entrepreneurial personality. These results indicate the importance of social and psychological capital, and entrepreneurial personality as an important foundation for the formation of entrepreneurial intentions in vocational education students. On the other hand, technological competence is very important in strengthening social capital to stimulate the growth of entrepreneurial intentions.
Dwi Jatmoko, Suyitno Suyitno, Mohamad Sattar, Muhammad Nurtanto, Nur Kholifah, Alias Masek, and Hamid Ramadhan
Eurasian Society of Educational Research
<p style="text-align: justify;">In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.</p>
Mochamad Bruri Triyono, , Farid Mutohhari, Nur Kholifah, Muhammad Nurtanto, Hani Subakti, Kiftian Hady Prasetya, , , ,et al.
Penerbit UTHM
The rapid development of technology and digitalization in today's era has affected many aspects of life, including business and entrepreneurship. On the other hand, vocational education also has an essential role in preparing reliable and qualified human resources in this field. However, the main problem is the absence of entrepreneurial orientation and digital competency support in vocational education. In addition, low social and psychological capital results fromthis problem. This research aims to measure the role of social capital (SC) and psychological capital (PC) on entrepreneurial orientation (EO). Together they influence entrepreneurial intention (EI). In addition, entrepreneurial orientation (EO) was tested for its role as a mediator and tested for the moderating effect of digital competence (DC). This study used a quantitative research method with an ex post facto approach involving 757 vocational education student respondents. Data was collected through an Entrepreneurial Intentions questionnaire with a Likert scale of 1-5 (strongly disagree to agree strongly). SEM analysis tests the direct effect based on the path coefficient and the mediating and moderating effect based on the bootstrap results. The study results reveal that social capital (SC) and psychological capital (PC) and entrepreneurial orientation(EO)are significant in entrepreneurial intentions(EI). Entrepreneurial orientation (EO) is essential in mediating social and psychological capital's influence in determining intentions. Digital competence (DC) can prove its moderating role significantly in its interaction with entrepreneurial orientation(EO)in determining intentions. In addition, social capital (SC) and psychological capital (PC) andentrepreneurial orientation (EO) as the basis for forming entrepreneurial intentions(EI)in vocational education students. The recommendation from the study is that vocational education providers need to increase the use of technology in learning, provide entrepreneurship education and training programs and build networks with local business communities.
Moh. Fawaid, Mochamad Bruri Triyono, Thomas Sukardi, and Muhammad Nurtanto
AIP Publishing
Muhammad Nurtanto, Putu Sudira, and Herminarto Sofyan
AIP Publishing
Rabiman Rabiman, Dianna Ratnawati, Endang Wani Karyaningsih, Muhammad Nurtanto, Herminarto Sofyan, and Herman Dwi Surjono
AIP Publishing
Wahyudi Wahyudi, Putu Sudira, Farid Mutohhari, Muhammad Nurtanto, and Hamid Ramadhan Nur
AIP Publishing
Suyitno, Pulung Dwi Hartanto, Purnawan, Arif Kurniawan, Muhammad Nurtanto, and Farid Mutohhari
AIP Publishing
Fadli Rozaq, Willy Artha Wirawan, Barokah, Marwan Effendy, and Muhammad Nurtanto
AIP Publishing
Hamid Abdillah, Muhammad Nurtanto, Ari Prasetyo, Jarwo Puspito, and Ikhsanudin
AIP Publishing
Nuwan Lakmal Hettiarachchi, , Tamil Selvan Subramaniam, Muhammad Nurtanto, Sarala Thulasi Palpanadan, Zachariah John A. Belmonte, Arul Lawrence Antony Selvaraj, and Nur Kholifah
EJournal Publishing
The teaching and learning process of financial accounting (FA) has become a challenge in an ever-changing global perspective, and an important discussion is replacing classroom teaching with career-based requirements. Problem-solving skills (PSS) help determine the source of problems and find appropriate solutions in teaching FA topics. This study aimed to identify the need for problem-solving skills for FA students for job readiness and identify the appropriate technology-savvy platform to improve problem-solving skills. Undergraduate students at the College of Banking and Financial Studies (CBFS) in Muscat, Sultanate of Oman, were selected as the research domain for data collection and analysis. This study reports a part of a preliminary study conducted using a survey technique on FA students. The main finding was that they had placed problem-solving skills as one of the important job skills in the modern financial accounting era. Furthermore, the needs analysis reflected the importance of the quiz-based learning (QBL) method embedded in Microsoft Forms (MFS) as a technology-based platform for teaching and learning about FA. Therefore, this study collected findings from the needs analysis phase with the help of QBL-MFS to improve the problem-solving skills of FA students to prepare them with life skills to be applied in the world place.
Hidayat, A Rahmat, R C Nissa, Sukamto, L Nuraini, M Nurtanto, and W S Ramadhani
IOP Publishing
Abstract Rice is the main food for Indonesian. In production, it produces rice husk in huge amounts as waste. Rice husks have tough fibers, so their natural decomposing takes a long time. One strategy to take advantage of and add value to rice husk waste is to convert it into biochar. Biochar is a material that produced by a pyrolysis process of organic material, which is beneficial for the soil. The quality of biochar is influenced by pyrolysis temperature. This research aimed to analyze the biochar characteristics under various pyrolysis temperatures. The results showed that increasing the pyrolysis temperature will increase the element concentration of SiO2 (ash fraction). On the other hand, increasing the pyrolysis temperature decreases the biochar yield, calorific value, carbon and hydrogen content, and K2O, CaO, P2O5, MnO, and TiO2 concentration. The dominant elemental content of biochar (ash fraction) is SiO2 with a concentration of 85.35–89.47%. Biochar yield was 37.4–68.18%. The carbon, hydrogen, and nitrogen content ranged from 31.77–38.11; 1.67–3.61; and 0.63–0.73%, respectively. The calorific value of the biochar ranged from 14.48 to 11.61 MJ/Kg. The highest biochar yield, with the highest carbon, hydrogen, and calorific value content, was obtained using the lowest pyrolysis temperature of 250 °C. Fourier transform infrared (FTIR) analysis showed that the functional groups in the biochars were O-H, C=O, and C-OH. Following the X-Ray diffraction (XRD) analysis result, the amorphous biochar of rice husk decreases with increasing pyrolysis temperature and vice versa. The rice husk biochar has excellent potential to produce silicate crystals.
Choyrul Anwar, Nur Kholifah, Muhammad Nurtanto, and Hamid Ramadhan Nur
Omnia Publisher SL
Industrial work practice is an essential program in vocational education. This study aims to analyze the level of capability of students who carry out work practices in large and small industries in Vocational Schools. In addition, it also measures the difference in the capability level of students who carry out work practices in large and small industries. This study uses a quantitative approach according to the design developed by Hoy and Adam. A total of 230 respondents came from public and private vocational schools in Karanganyar, Central Java, Indonesia. The data was collected using a Likert scale questionnaire with the lowest score of 1 and the highest score of 4. The data were analyzed with descriptive statistics and inferential statistics with a one-way analysis of variance (ANOVA). Results The capability level of students who carry out industrial work practices in large industries obtained a score of 31.29 – 58.69 in the "High" category, and small industries obtained a score of 31.23 – 59.47 in the "High" category. Although the statistics are in the high category, there are still significant differences between methodology and social and personal capabilities. Meanwhile, learning capabilities and technical capabilities have no significant difference. Students who practice work in large and small industries must be aware of maximizing the program because it is instrumental in supporting careers after graduating.
Rasmitadila Rasmitadila, Reza Rachmadtullah, Achmad Samsudin, Muhammad Nurtanto, and Muhammad Nurrohman Jauhari
Informa UK Limited
Implementing limited face-to-face learning (LF2FL) during the COVID-19 pandemic has impacted students in inclusive classrooms. Some of the adjustments teachers and students faced were obstacles and challenges that took time to make. The teacher must comply online learning experience conducted with all its shortcomings during the implementation of LF2FL and its impacts on students, including students with disability. We conducted a study to explore teachers' perceptions of the impact of implementing LF2FL on students in inclusive classrooms in elementary schools. This research used a case study to obtain and examine data in a context that the phenomena will accept in depth. We involved 16 elementary school teachers, conducted semi-structured interviews, and analysed the data using thematic analysis. The results showed two main themes, namely learning outcomes and instructional processes, which emerged for students without disabilities and students with disability. For the learning outcomes, teachers highlighted sub-themes of the cognitive and affective aspects most. The instructional process sub-theme of the interaction was one of the essential aspects of minimising learning loss during online learning from home. Our finding detail in more depth the two types of students, both in terms of similarities and differences of LF2FL on students in inclusive classrooms that contributes to the reconfirmation of knowledge for all students, reduces students' mental stress, and increases student motivation through direct interaction between teachers and students. It is necessary to increase transformational competence in the education system for teachers, especially in the inclusive education system. The government needs to modify the curriculum to be more flexible and adaptive for all students in inclusive elementary schools who can keep up with the changes in education in Indonesia.
Wagiran Wagiran, Suharjana Suharjana, Muhammad Nurtanto, and Farid Mutohhari
Elsevier BV
Sutiman Sutiman, , Herminarto Sofyan, Zainal Arifin, Muhammad Nurtanto, and Farid Mutohhari
EJournal Publishing
The crucial problem in implementing Vocational Education on diplomas in Indonesia is the relevance of competence to industry needs, work culture, and sustainable career development. The industrial internship is one of the programs and subjects organized by Vocational Education to unravel the available chain of problems. However, the fact is that the implementation of industrial internships has not positively impacted students. This study explores industry and education practitioners' perceptions regarding applying work-based learning through an industrial internship for Vocational Education Diploma (VED). Fourteen expert practitioners were involved in data collection through semi-structured interviews. Qualitative data were analyzed thematically using NVivo 12. The findings in this study were grouped into two clusters or themes, namely the role of diploma education and the skills needed by students during internships in the automotive industry. The education sector must understand the mindset, internship orientation, program planning, career path orientation in industry, and mastery of case study competencies. Internship students must master the skills of observing, increasing efficiency, productivity, service functions and access to technology, and optimizing interactions with supervisors. The success of WBL-II is in the mutual interest of stakeholders and is integrated with the higher education curriculum. This study is an input for the professional implementation of WBL-II in the future.