Kristin Handayani, Widya Kusumaningsih, I Made Sudana

The Influence of Practical Facilities on the Quality of Learning at State Vocational Schools

Introduction

The influence of practical facilities on the quality of learning at state vocational schools. Discover how practical facilities significantly influence learning quality at State Vocational Schools (SMK). This study offers recommendations to enhance vocational education & industrial readiness.

Abstract

Vocational High Schools (SMK) play a crucial role in preparing a competent workforce ready to meet industrial challenges. However, the implementation of practicum methods faces various obstacles, particularly in terms of limited facilities. This study quantitatively examines the impact of practicum facilities on learning quality at SMK Negeri in Blora Regency. Through a data-driven approach, it aims to provide concrete recommendations for policymakers in enhancing vocational education effectively and sustainably. Using a quantitative correlational and ex post facto research approach, the study involved 383 vocational school teachers, with a sample of 196 respondents. Data was collected through questionnaires and analyzed for validity, reliability, normality, linearity, multicollinearity, and heteroscedasticity. The descriptive analysis shows that 20.92% of respondents rated the facilities as excellent, 36.73% as good, 26.53% as adequate, 11.22% as poor, and 4.59% as very poor The findings indicate that 85.7% of learning quality variation is influenced by practicum facilities, with an effective contribution of 84.54% and a relative contribution of 98.42%.. These results highlight the significant role of practicum facilities in improving learning outcomes and ensuring graduates' readiness for industrial demands. Enhancing these facilities is essential for the effectiveness and sustainability of vocational education

Review

This study tackles a highly relevant and critical issue within vocational education: the influence of practical facilities on learning quality. The premise that well-equipped practical facilities are crucial for preparing a competent workforce, especially given the acknowledged challenges of limited resources, provides a strong rationale for the research. The explicit aim to provide data-driven recommendations for policymakers is commendable, indicating a clear focus on actionable outcomes to enhance the effectiveness and sustainability of vocational education. Methodologically, the research employs a quantitative correlational and ex post facto approach, involving a substantial sample of 196 vocational school teachers from Blora Regency. The abstract details a thorough statistical process, including tests for validity, reliability, normality, linearity, multicollinearity, and heteroscedasticity, suggesting a robust analytical framework. The descriptive analysis reveals a mixed perception of facilities among respondents, with a significant proportion (approximately 43%) rating them as adequate, poor, or very poor. Critically, the inferential findings report a very strong relationship, indicating that practicum facilities influence 85.7% of learning quality variation, with a high effective contribution of 84.54%. The findings presented in the abstract offer compelling evidence for the vital role of practical facilities in improving learning outcomes and ensuring graduate readiness for industrial demands. The reported statistical strength of this influence is particularly noteworthy and provides a strong empirical basis for policy intervention. For future abstracts, a brief clarification on the specific metrics used to define and measure "learning quality" would enhance immediate understanding. Nevertheless, the study clearly identifies a significant challenge and offers strong evidence-based support for prioritizing investment in practical facilities, making it a valuable contribution to the field of vocational education research and policy.

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