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Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training
Bandung, Indonesia, 10-11 November 2010
INCREASING THE STUDENT PRACTICAL COMPETENCE THROUGH
DEVELOPING THE ABILITY OF LOGICAL THINKING
I Wayan Ratnata
Lecturer at Electrical Engineering Education Dept., FPTK UPI)
Email: i_wayan_ratnata@yahoo.com
Phone Cell: 08122344795
Abstract
We frequently hear that graduates from vocational schools still need more and better practice in
the field. They have problems in adapting to work in Industry and some of them haven‟t had a
good practice yet. Students in vocational school tend to have only „memorizing‟ but they cannot
analyze, even in simple thinking. For example, the any cases in electrical installation, if there was a
problem such as a broken fuse, they have difficulties in explaining what had happened, and
sometimes it is also difficult to choose a proper fuse to change it for replacement.
According to this case, I have done a research at some vocational schools in Bandung. The
methodology used in this research is a case study research. The data collected use observations,
test of basic concepts of electro magnet concepts used in vocational school especially at electrical
study program. This research has found that vocational school students especially electrical study
program have low logical thinking in comprehending electro magnetic concepts. Most students
didn‟t give logical answer to the questionnaires.
Nickerson says that someone who has an ability in logical thinking, he will have a good strategy as
well. Beside that, if I quote the statement of Albert Einstein, he says: “I never teach my pupils; I
only attempt to provide the conditions in which they can learn”. From the above statements, that in
teaching learning process, students need to be engaged or trained to think well or think logically,
then make conditions in which they want to learn. In this case need to be declared that in teaching
learning process, students should be taught to think critically and creatively. Like in teaching
learning process, is to increase student competences in practice, teachers should be able to
choose appropriate methods that can increase student creativities. In this case, a teacher has to
be able to teach practice by correlating basic theories into practical activities.
By having the ability of logical thinking, students could be more creative, adaptive and skillful. So
far, logical thinking process through teaching learning process has yet to be done well. Technique
in teaching learning process that can increase student creativities is still conventional. Rarely are
Teachers either in class room or at laboratory correlating basic concepts into practical activities at
workshop or laboratory. Finally, it is recommended, that teaching learning process in vocational
school especially in electro department should be improved.
A. Preface
We frequently hear that graduates from vocational schools still need more and better practice in
the field. They have problems in adapting to work in Industry and some of them haven‟t had a
good practice yet. Students in vocational school tend to have only „memorizing‟ but they cannot
analyze, even in simple thinking. For example, the any cases in electrical installation, if there was a
problem such as a broken fuse, they have difficulties in explaining what had happened, and
sometimes it is also difficult to choose a proper fuse to change it for replacement.
It is not excessive what remarked by industrial and entrepreneurial community and from
educational experts as well, that graduates from Vocational School (SMK) haven‟t had good skill
yet in their field, beside those, adaptive capability of SMK graduates are still less. Of course this
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Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training
Bandung, Indonesia, 10-11 November 2010
opinion might be understood as long as the educational process in SMK there is no innovation. In
this term, SMK constitutes an institution that produce skill graduates has yet to make a new
innovation or improvement in teaching learning process.
As said by Bloom, that in teaching learning process a teacher should be able to transfer the
knowledge to students, to teach skill and to change student attitude. In general, that educating is
to teach pupil from he doesn‟t understand to become understand, from disable to be able and
from child to become adult. In educational process, teacher should be able to impart the basic
concepts to students.
Various efforts to bring about graduates who have good quality and competitiveness besides those
they are able to know the development of technology, so that the teaching of science in SMK need
to be increased. Besides those, by carrying out a good teaching learning process for science,
expected can grow the critical attitude of student in facing various things, especially in their
competence.
In generally, it can be said, that the mindset of student can be increased by learning the concepts
of science especially physic and mathematic, which can assist to learn the vocational subject
matter and practice or practicum especially in electrical technical study program.
Studying science in vocational school can make student think logical, critical, analytical, eminent,
competitive and also knowing the technology well ( Djojonegoro, 1992, Nur, 1992).
For Electrical Technical Study Program, in SMK, Science (physic) subject matter constitutes the
basic subject matter that should be studied and understood well by students. On physic subject
matter contained the topics of electric-magnetic. These topics constitute essential material in
learning the vocational subject matters especially in vocational theories and practices.
By learning science (physic), we can train students to think sequentially and logically. Dahar says
(1989), if we teach students science, it means engage them to think mathematically. Nickerson
(1985) gives an illustration, that the ability of student thinking or one can be trained and increased.
Through teaching learning process of science can raise the ability of student thinking
systematically and logically, due to the ability of good logical thinking, students can study better
for vocational theories and practices.
To understand the ability of SMK student logical thinking and related with the comprehension of
electric-magnet concepts, it is necessary students are taught steps of logical thinking to solve the
problems in electric-magnet. To solve the problems, expected students use steps or logical
sequent, namely: there is a fact or basic of thinking, argumentation and decision or appropriate
conclusion ( Albrecht, 1992:91)
In order students get good knowledge and good skill, their thinking ability have to be increased.
An example, there is a case to install a fuse in electrical installation, students are not only
demanded just to install device but also be able to determine the size and the quality or the
magnitude of fuse that should be installed. Of course, in these cases, students have to be able to
determine the magnitude of fuse by using an analysis of electric-magnet concepts even in simple
analysis. Reading the research done by Poedjiadi, that student capability to apply the basic of
science concepts systematically and logically for implementation in vocational theories and
practice is still low, and the similar opinion comes also from some teachers in SMK.
Noticing student capability in comprehension, implementation and analysis of electric-magnet
concepts into vocational theories and practices, those can not be separated from student thinking
ability.
According to Piaget (Bybee & Sund, 1982) a child more then 11 years old is in formal operation
level. In this level, he / she should be able to think abstractly, formally and logically, besides those
he/she can also identify and classify the problem clearly. In fact, students in SMK, who are
average more then 11 years old, and have studied the basics of electric-magnet concepts, ought
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Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training
Bandung, Indonesia, 10-11 November 2010
to be able to think logically about the concepts that they have been studied. In reality, many of
them haven‟t yet been able to think logically in comprehending the basics of electric-magnet
concepts.
From the above considerations, it is necessary an appropriate solution and a good method
to overcome these issues in order the teaching learning process in SMK become better and
eventually can produce good graduates for world of work in industry and entrepreneurship.
B. The Concepts of Logical Thinking
1. The Concepts of Thinking
Nickerson says that someone who has an ability in logical thinking, he will have a good
strategy as well. Besides that, if I quote the statement of Albert Einstein, he says: “I never teach my
pupils; I only attempt to provide the conditions in which they can learn”. From the above
statements, that in teaching learning process, students need to be engaged or trained to think well
or think logically, then make conditions in which they want to learn. In this case need to be
declared that in teaching learning process, students should be taught to think critically and
creatively. Like in teaching learning process is to increase student competences in practice,
teachers should be able to choose appropriate methods that can increase student creativities. In
this case, a teacher has to be able to teach practice by correlating basic theories into practical
activities.
Thinking is never missing in daily life. Listening the statement of thinking, it has a difficult
impression, but if it is done persistently and patiently, it will be easy. It is a special thing which is
belonged by human being is in thinking ability. Since born, human being start to think and this
process persistently until the end of his life.
According to Poedjiadi (1987), if we are thinking, there is a brain activity, where our brain
will respond the knowledge that we have been received through our sensory and will find the truth.
In thinking process, someone is demanded to have ability to observe, correlate each other, watch
the strange, see the mistakes that he has been through. So, someone is watching something
accurately, of course he is concentrating for something by correlating and memorizing his
experiences to overcome the new problems, even he invents a new solution for those. In these
activities have occurred the process of disequilibrium and equilibrium for someone until the
equilibrium position and will stay for a moment, here after it will go forward to the disequilibrium
again and so on never ever stop as long as one is still in thinking process.
In teaching learning process especially on practicum process, if teacher has students read the
result of the measurement and collect it, in those cases, he gets student to think.
Dahar (1992) says, thinking is as similar as communication. Someone who is able to
describe or reveal something sequentially through good and clear language, can be said he is in
good thinking process. The same thing said by Gunarsa (1987), that by having good
communication it has been occurred a thinking process of someone. This process has involved the
functions of human being cognitive.
Afterward Gagne (1985) says, thinking ability of someone can be seen through the ploy or
strategy that is used to solve the problem. Someone who is overcoming the problem, he is trying to
use his strategy to seek the rules that is the most suitable to acquire the best solution. In
thinking process like this, students try to make some hypothesis which are used in solving the
problems in general, and they examine which is the most suitable.
It is also, if students are solving the problems or answering the essay test, teacher can
observe accurately the steps or the way of them to answer or solute the problems. From the
various of student solutions, teacher can distinguish or classify the student solutions and which
one is the best. Therefore, teacher will acquire description, how far the steps of student thinking
ability in solving the problems, especially in logical thinking.
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Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training
Bandung, Indonesia, 10-11 November 2010
2. Increasing The Student Practical Competence Through Logical Thinking
By being the existence of free trade area and the competition of manpower is very tight, so
The Nation of Indonesia which has many human resources has to be capable of competing with
manpower or employees from other countries, especially in skill and competence of their field.
In this case, I will lift up the issues that graduates from SMK less able to compete, adapt
and be creative in doing their job. In any case graduates from SMK less compete with graduates
from SMA, and of course I fear if they will compete to the employee from other countries. In the
future, the quality of SMK graduates can be increased, it is expected the Indonesia employees can
work in other countries, so far we have frequently heard that our neighbor countries need the
worker come from Indonesia.
Talking about skill and competence for SMK students, it is not far from the teaching
learning process which is carried out in SMK. Teacher is frequently doing in teaching learning
process using unsuitable method. For example when he teaches practice in workshop, he forgets
to apply the basic concept theories into practical activities. Let‟s take a look at the examples
below.
i R
i R
Fig 1. Western Union Connection
In practical activities, teacher has students make connection models. In those model teacher can
explain why the connections have to be made like those models. If any connection constructed or
connected is not strong and tidy, teacher should explain through simple mathematics, for example
the problem:
If there is a bad connection at a conductor, the electric current will be difficult to flow in it, because
at the connection occur a bigger resistance. If big loads or some kinds installed in the electrical
installation, it will be generated big current flows through the connection, in turns it will be a loss of
electrical power in the connection. Even at the position or at the connection will occur flash over of
fire, and in turns can cause a burning.
The equation can be written as follows:
P = i2 R watt. (power loses)
and the energy loses :
W = i2 R . t joule (energy loses)
where, i : electric current; R : resistance; t : time
The same thing if we change and install fuse in electrical installation. Before installing, we
have to determine magnitude of fuse in ampere, afterward fuse installed accurately and strongly.
In this teaching learning process, teacher should explain step by step in practical process in
workshop.
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Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training
Bandung, Indonesia, 10-11 November 2010
Actually, like this simple analysis should be understood by students if they are doing
practice or practicum in workshop or laboratory. I think there are many simple analysis which can
be explain to students when they are doing practice. For teachers, they should be creative and
innovative in teaching learning process not only in class room but also in workshops.
Teachers can use various models and methods in teaching learning process. They are
able to choose one model and method or some models and methods. They are selecting it
depend on subject matter that will be taught it. An educational process can be said succeed if the
goal of education is successful, namely students get high grade, good accomplishment or
achievement and besides those after graduates from school they get a representative job and in
the industry where they are working will give an appreciation.
C. Methodology
The methodology used in this research is a case study research. According to Suryabrata
(1988), Nasution (1991), Yin (1987) and Bogdan & Biklen (1982), that case study has an inclination
to inquire in small units but done deeply.
Consideration of using the case study in this research is to know how the profile of student
practical competence through their logical thinking, and also want to know how the logical thinking
ability in comprehending of electric-magnet concepts. This research was done at some SMKs in
Bandung. They were students from the department of electrical installation.
After doing a teaching learning process by using this methodology, where for every
practical activity is initiated by short explanation of basic concepts which is correlating with the
topic of practice. In practical activities, they are also given the explanations the phenomenon that
will occur in the electrical installation if it is not installed according to the standard qualification on
PUIL (common requirements for electrical installation) in Indonesia. By using the measures for
teaching learning process like this, especially in practical activities, it is seen that student
commences doing practical activities truly. Before doing practical activities, especially practice for
electrical installations, students need to prepare the measures such as, determine cable that will
be installed, model of connection that will be made and select types of protection that will be used
for the electrical installation. Practical activities like these measures can be said students have
implemented the basics of electric-magnet concepts and they are engaged to calculate the needs
of materials in electrical installation. Through this teaching learning methods, before taking
decision, students watch the facts, make argumentations and finally make conclusion or decision.
These steps, can be said students have done a logical thinking activities.
D. Data Analysis Process.
Data from documentations, written tests, interview to students and teachers, are collected,
organized and ranked according to the type of data in order to be able to be analyzed and made a
conclusion. Model tests for students are classified into three categories i.e.: difficult, medium and
easy.
According to Moleong (1989), that analyzing data is a process to organize and sequent of
data into the patterns (inductive, deductive), categories (complex, medium and simple) and the
basic narrations so that can be found the theme to be formulated into hypothesis according to the
data.
The technique to analyze data in this research using qualitative descriptive. Data of the
tests, interviews, observations and documentations are organized, analyzed and assessed,
afterward done discussion and description to become conclusion.
Entirely, the profile of student logical thinking can be described as follows:
a. Inductive Thinking.
Most of students (98%) who become subjects of the research were able to do in simple
logical thinking for practical activities. More than half of students (78 %) who become as subjects
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Proceedings of the 1 UPI International Conference on Technical and Vocational Education and Training
Bandung, Indonesia, 10-11 November 2010
of the research were able to in medium logical thinking. More than half of students (67,5%) who
become as subjects of the research were able to do complex logical thinking.
b. Deductive Thinking
More than half of students (88%) who become as the subject of research were able to do
in simple deductive logical thinking. More than half of students (73%) who become as the subject
of research were able to do in medium deductive logical thinking. More then half of student (67%)
who become the subject of the research were able to do in complex deductive logical thinking.
According to the percentage of student logical thinking level in inductive and deductive
thinking, afterward it is made the histogram graphic as the following below.
120
100
80
Percentage (%) Inductive thinking
60
Deductive thinking
40
20
0
1 2 3
Thinking process
Fig 2. Histogram graphics for student inductive and deductive thinking
Series 1 : inductive thinking
Series 2 : deductive thinking
1 : simple thinking level; 2 : medium thinking level; 3 : tight thinking level.
E. Conclusion and Recommendation
Conclusions
1. After being done the teaching learning process, especially in practice / practicum activities
through measures the development of logical thinking ability, its seem the students practical
competence become better. At the beginning, students just know how to install the electrical
installation, and they don‟t understand how they determine and install the electrical installation
according to standardization, finally they understand well how to select a good materials and
install the electrical installation according to the true requirements.
2. The ability of student logical thinking seems to be better, where at the beginning student
analysis ability is at low category, after being done treatment through this teaching learning
model, logical thinking ability become increase. Besides that, students are demanded to study
more serious and active.
3. Teachers have very important role in teaching learning process. Teachers have a role to
transfer of knowledge to student and they are also as a motivator for students in increasing the
student quality. So, as teachers have to have a high desire, high creativity and high
dedication to the world of education in order the goal of education become successful.
4. The existence of practicum/ practice facilities are also giving enough contribution in vocational
school. Without adequate practical facilities vocational school is nothing. Of course by having
enough facilities without being followed with good teaching learning process is not also good.
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So the conclusion, that besides having adequate facilities for practicum is also followed by a
good teaching learning process.
Recommendations
1. Teaching learning process in SMK needs increasing in order to the student competence both in
theory ability and practical capability will be better.
2. Teachers who teach in workshop or laboratory have to be capable of teaching students by
giving them basic concepts when they are doing practice or practicum.
3. To increase the quality of teaching learning process, teachers have to be creative and
innovative by optimizing and maximizing the workshop and laboratory existence for practicum
and practicing.
4. Teachers have to always seek and develop teaching and learning models in order not to be out
of date. Besides those, They have to attempt to engage the students in thinking process.
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Bandung, Indonesia, 10-11 November 2010
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