The Development of Curriculum School Model Based on the Internet of Things

  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract

    The background of this study is based on field conditions that Tamansiswa schools established since Indonesia have not been independent until now there has been no progress, even from schools that ever exist today many are closed due to lack of students. This research is classified in research and development, where researchers interpret the mindset and behavior of research subjects in carrying out the work. As the subject of the investigation is the principal in carrying out the work so far. The research was conducted at Vocational High School. The purpose of the study to describe the implementation of Vocational Middle School curriculum internet of things during this time, then, developed based on the internet of things theory and principles into the final model. Data collection using interviews, observation, and documentation. Data analysis is based on the qualitative descriptive study. The results showed that in the middle school Vocational Education did not implement the principles of the internet of things consisting of planning, implementation, and evaluation as a whole. The vision of the mission has not yet described the achievement of the targets, and the curriculum internet of things has not followed the accomplishments of the goals made before and is spontaneous, the evaluation of the implementation is not followed up and finished without any documents that can be used to reflect something done. This study concludes that the planning, implementation, and evaluation of curriculum internet of things industry 4.0 has not been optimal. The results of this study can be used as a reference for the implementation of curriculum based on the principles of the appropriate internet of things, a clear plan, and implemented realistically, and the existence of reflection and evaluation.



  • Keywords

    Internet of things, curriculum, development.

  • References

      [1] National Center for Education Statistics, “Statistical Analysis Report: Public Secondary School Teacher Survey on Vocational Education,” 1994.

      [2] R. L. Gibson and M. Mitchell, Introduction to Counseling and Guidance. Englewood Cliffs: Merril, 1995.

      [3] M. R. Dal Poz, N. Gupta, E. Quain, and A. L. B. Soucat, “Handbook on Monitoring and Evaluation of Human Resources for Health: with special applications for low- and middle-income countries,” p. 178, 2009.

      [4] T. Listyorini and R. Rahim, “A prototype fire detection implemented using the Internet of Things and fuzzy logic,” World Trans. Eng. Technol. Educ., vol. 16, no. 1, pp. 42–46, 2018.

      [5] M. I. Mukhtar and J. Ahmad, “Assessment for Learning: Practice in TVET,” Procedia - Soc. Behav. Sci., vol. 204, no. November 2014, pp. 119–126, 2015.

      [6] A. S. Ahmar et al., “Lecturers ’ Understanding on Indexing Databases of SINTA , DOAJ , Google Scholar , SCOPUS , and Web of Science : A Study of Indonesians,” J. Phys. Conf. Ser., vol. 954, no. 1, p. 012026, 2018.

      [7] K. Adiyarta, D. Napitupulu, R. Rahim, D. Abdullah, and M. Setiawan, “Analysis of e-learning implementation readiness based on integrated elr model,” J. Phys. Conf. Ser., vol. 1007, no. 1, p. 012041, Apr. 2018.

      [8] F. P. Deane, C. Gonsalvez, R. Blackman, D. Saffioti, and R. Andresen, “Issues in the development of e-supervision in professional psychology: A review. [References].,” Aust. Psychol., vol. 50, no. 3, pp. 241–247, 2015.

      [9] Muskin, Joshua A, and Ibe, “Continuous assessment for improved teaching and learning: a critical review to inform policy and practice; Current and critical issues in curriculum, learning and assessment; Vol.:13; 2017,” no. 13, 2017.

      [10] E. Kartikadarma, T. Listyorini, and R. Rahim, “An Android mobile RC4 simulation for education,” World Trans. Eng. Technol. Educ., vol. 16, no. 1, pp. 75–79, 2018.

      [11] C. Jones, “Assessment for Learning,” Learn. Ski. Dev. Agency, pp. 16–19, 2005.

      [12] D. Camacho, Á. Ortigosa, and E. Pulido, “AI Techniques for Monitoring Student Learning Process,” 2008, pp. 149–172.

      [13] P. Schwartz and G. Webb, Assessment: Case Studies, Experience and Practice From Higher Education. USA: Kogan Page, 2012.

      [14] A. S. Ahmar and A. Rahman, “Development of teaching material using an Android,” Glob. J. Eng. Educ., vol. 19, no. 1, 2017.

      [15] N. Nasrudin, I. Agustina, A. Akrim, A. S. Ahmar, and R. Rahim, “Multimedia educational game approach for psychological conditional,” Int. J. Eng. Technol., vol. 7, no. 2.9, pp. 78–81, 2018.

      [16] K. Cotton, “Monitoring Student Learning in the Classroom,” Sch. mprovement Res. Ser., 1998.

      [17] N. Arsyad, A. Rahman, and A. S. Ahmar, “Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus,” Glob. J. Eng. Educ., vol. 19, no. 2, pp. 143–147, 2017.

      [18] Abdul Rahman and Ansari S. Ahmar, “Relationship between learning styles and learning achievement in mathematics based on genders,” World Trans. Eng. Technol. Educ., vol. 15, no. 1, pp. 74–77, 2017.

      [19] C. Caballero and A. Walker, “Work readiness in graduate recruitment and selection: A review of current assessment methods,” J. Teach. Learn. Grad. Employab., vol. 1, no. 1, pp. 13–25, 2010.

      [20] K. B. Quansah, “Continuous assessment handbook,” pp. 1–36, 2005.

      [21] T. van Gog, F. Paas, and J. J. G. van Merriënboer, “Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency,” Learn. Instr., vol. 18, no. 3, pp. 211–222, 2008.

      [22] H. Nurdiyanto, “A work-based learning model with technopreneurship,” Glob. J. Eng. Educ., vol. 20, no. 1, pp. 75–78, 2018.

      [23] D. Napitupulu et al., “Analysis of Student Satisfaction Toward Quality of Service Facility,” J. Phys. Conf. Ser., vol. 954, no. 1, 2018.




Article ID: 13960
DOI: 10.14419/ijet.v7i2.5.13960

Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.