International Journal of Engineering Business

and Social Science

Vol. 1 No. 06, July-Augusts 2023, pages: 616-628

e-ISSN: 2980-4108, p-ISSN: 2980-4272

https://ijebss.ph/index.php/ijebss

1. Introduction

a nation.

In the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System it is

explained that: Education is a conscious and planned effort to create a learning atmosphere and learning process so

that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence,

noble character, and the skills needed by themselves, society, nation and state.

Vocational education is secondary education that prepares students especially to be ready to work in certain

fields. According to Government Regulation Number 29 of 1990 says that: Vocational secondary education is

education at the secondary education level that prioritizes the development of students' abilities to carry out certain

types of work. Vocational secondary education prioritizes preparing students to enter the workforce and developing a

professional attitude.

adjust to the needs of the existing world of work. The SMK curriculum is made so that students are ready to work

directly in the world of work. The content of the existing curriculum in SMK is arranged according to the needs of the

existing world of work. This is done so that students do not experience difficulties when entering the world of work.

With a study period of around three or four years, SMK graduates are expected to be able to work according to the

expertise they have occupied. This SMP, SMA or SMK educational institution does not only consist of buildings and

a set of physical facilities, but there are several things that are important and must exist in educational institutions,

namely education staff, especially teachers.

Rosemarie (Purwaningsih, 2022:23) argues that: "Education cannot stand alone because it involves many

components and all of these components are interrelated with one another so that they must be managed in an orderly

manner so that they can run well". Components are part of a system that has a role in the overall ongoing process to

as the educational tricenter, which will affect humans in various ways. The educational environment, especially

teachers, is one of the components in education.

A teacher has various tasks that are implemented in the form of dedication. These tasks cover the professional,

humanitarian and social fields. Tasks include educating teachers as a profession, teaching and training. Educating

means continuing and developing the values of life and life. Teaching means continuing and developing science and

technology. While training means developing skills in students. Teacher professionalism is seen from the Teacher and

Lecturer Law (UU No. 14 of 2005) that: "The law requires teachers to have qualifications, competencies and

certifications." Article 8 Law no. 14 of 2005 states: "Teachers are required to have academic qualifications,

competencies, educator certification, physically and mentally healthy, and have the ability to realize national education

goals". How good the quality of a teacher will reflect the merits of the output (graduates) produced. Then Permendiknas

of high work productivity so that it is in accordance with the goals of the organization or agency to be achieved. One

thing that can be done in developing teacher competence is to carry out training and education for these teachers which

are part of teacher performance development.

IJEBSS Vol. 1 No. 06, July-Augusts 2023, pages: 616-628

take measurements using the supervision instruments that have been prepared. This is in accordance with the opinion

of Rutkowski (Purwaningsih et al, 2022: 26) that: "Assessment of teacher performance is carried out by school

supervisors, principals, and colleagues." The supervised data is then used as a reference for coaching in the form of

assistance needed by teachers to improve their performance.

In reality on the ground, there are several problems that are often encountered in the implementation of teacher

training, such as not being able to manage classes properly, still lacking in utilizing technology in learning, low levels

of welfare and so on. Based on the background above, the writer decided to raise the title“Guidance and Development

of Productive Teachers in Improving Work Skills for Vocational High School (SMK) Level Students in Sigli”.

2. Materials and Methods

This study uses a qualitative research method, this approach is based on related data which will provide a

concrete picture and social reality of coaching and developing productive teachers in improving work skills for students

at the Vocational High School (SMK) level in Sigli. The focus of this research is intended to limit qualitative studies

as well as limit research to select which data are relevant and which are irrelevant. The limitations in this qualitative

research are based more on the level of importance/urgency of the problems encountered in this research. This research

are used as subjects. Creswell (2018: 249) states that: "Qualitative researchers try to create a complex picture of a

problem or issue being studied." This involves reporting perspectives, identifying factors associated with a particular

situation, and generally sketching the big picture that emerges.

The research subject is a very important part, which acts as a resource for collecting data for the completeness

of the research. The researcher took samples from several State Vocational Schools in Sigli, namely Sigli 1st

Vocational School, Sigli 2nd Vocational School, Batee 1st Vocational School and Beungga 1st Vocational School.

The subjects of this study were school principals and productive teachers in one of the majors in the SMK. In qualitative

research, the instrument or research tool is the researcher himself so that the researcher must be "validated". Validation

of researchers such as understanding qualitative research methods, mastery of insight into the field studied, readiness

of researchers to enter research objects both academically and logically.

There are three data collection techniques used in this study, namely: observation, interviews, and

documentation. Collection techniques according to Sugiyono (2019: 156), namely: "Collection techniques include:

techniques interview, observation, and a combination of the three". The data analysis technique is performed, namely

qualitative descriptive analysis while the data processing steps are data reduction, data display, conclusions, and data

verification. Data reduction is also a form of analysis that sharpens, classifies, directs, removes unnecessary, and

organizes data in such a way that final conclusions can be drawn and verified. Sugiyono (2019: 339) argues that: "Data

reduction is a sensitive thinking process that requires intelligence and breadth and high depth of insight". After the

collected data is analyzed first, read, study and examine, then the next is to carry out data reduction then summarize,

so that the meaning is understood. The final stage of this data analysis is the researcher draws conclusions by describing

the coaching and development strategy teachers in improving the work skills of Sigli Vocational High School students.

The aim is to obtain general conclusions about the impact of a particular program by controlling as many factors as

possible and isolating the influence of the program; 2) Goal-oriented approach as a criterion to determine success. This

approach is very reasonable and practical for program development design. This approach gives instructions to the

program developer, explaining the relationship between the specific activities offered and the results to be achieved;

3) The decision-focused approach emphasizes the role of systematic information for program managers in carrying out

their duties. In keeping with this view information is most useful if it can help programme managers make decisions;

4) The user-oriented approach focuses on the problem of evaluation utilization with an emphasis on expanding the

potential use of information; and 5) A responsive approach emphasizes that meaningful evaluation is one that seeks

understanding of an issue from the multiple viewpoints of everyone involved, interested, and interested in the program.

Thus, the purpose of evaluation is to understand the basis of the program through various different points of view.

something that must be done by the government, teacher organizations, schools, and the teacher himself.

Based on the results of interviews with the Head of SMKN 1 Sigli, regarding teacher coaching in improving

productive teacher performance skills at the vocational high school (SMK) level in Sigli are as follows: In my opinion,

because this school is a PK Vocational school in the field of fashion and concerns productive teachers in that field, it

needs to be improved or strengthened. The coaching that I do is through MGMP, coaching teachers through

supervision, coaching pedagogic competencies, IHT (in-the-house training), it is hoped that the teacher will be

enthusiastic in participating in each program that will be carried out. This training is expected to improve teacher

competence, given the change in curriculum from Curriculum 13 to independent learning. This year there will also be

training for teachers and students by holding workshops about the implementation of the independent curriculum

(IKM) and E-performance. The most important thing is the will to work because any strategy without the will will not

to the major they are studying. Therefore, in order to follow up on this matter, the principal conducts coaching for

teachers in improving skills both in teacher performance or practice through coaching. There was some coaching that

I did as a school principal such as: coaching at MGMP, IHT (in-the-house training), making teaching modules,

coaching teachers through supervision, and developing pedagogic, and professional competencies.

Then the researcher also interviewed the Head of SMKN 1 Batee to confirm the correctness of the research

data related to the coaching carried out by the principal in improving teacher skills, he said that: "It is true, there has

been some coaching carried out by the principal to improve the work skills of teachers at Sigli Vocational High School.

this, namely: developing pedagogic, professional competencies, coaching at MGMP, by making teaching modules,

and coaching teachers through supervision.

Furthermore, to strengthen the statement above, the researcher also interviewed the Head of SMKN 2 Sigli,

coaching teachers and students by holdingworkshop about the implementation of the independent curriculum (IKM)

and E-performance.

Various coaching plans are carried out in improving productive teacher performance skills at Sigli Vocational

IJEBSS Vol. 1 No. 06, July-Augusts 2023, pages: 616-628

or support the learning process which aims to increase the professional abilities of teachers and improve the quality of

learning effectively.

Students at the Vocational High School (SMK) Level in Sigli

The teacher professional development strategy is a process of activities in order to adapt the professional

abilities of teachers to the demands of education and teaching. The development of the teaching profession in the

educational environment is directed at professional quality, objective, transparent and accountable performance

appraisal, as well as motivation to improve performance and achievement. This professional development strategy is

given with the long-term goal so that the teacher can understand and understand the teaching he is doing and also

cannot be denied if higher education levels will also produce better teacher quality; Participate in training that supports

teacher quality; Actively conducting research; Creating a learning organizational culture; reading teacher movement

(G2M); Assignments, promotions, and promotions. There are teachers who are sent for internships in the industry,

teachers in the field of fashion design.

In line with the results of interviews with the Head of SMKN 1 Sigli regarding teacher development in

improving skills, the researchers confirmed this truth to the Head of SMKN 2 Sigli, who told researchers that: Our

development strategy is by teachers who wish to continue their higher education, attend training or workshop for

teachers in the field of fashion design that supports teacher quality, assigning teachers to apprenticeships in industry,

upgrading skills and renewing skills and so on, actively conducting research, creating a learning organizational culture,

the research data, the researcher interviewed the Beungga 1 SMKN teacher. He told the researcher that: The principal

always provides support and opportunities for teachers to hone skills. Then the teacher skills development strategy is

also carried out by providing support to continue higher education levels in order to produce better teacher quality,

participating in training that supports teacher quality, actively conducting research, creating a learning organizational

culture, reading teacher movement (G2M), teachers conducting studies tours or internships in the industry to improve

skills/upskilling and updating skills or reskilling, development with promotions, and promotions, as well as providing

opportunities for teachers to attend training/workshop.

Various strategies were carried out for teacher development in improving the work skills of fashion design

and computer major students at Sigli Vocational High School. As mentioned above, the development strategy is carried

out by providing support and opportunities for teachers to hone skills, provide support for continuing education, and

industry. It can be concluded that the strategy for implementing teacher development activities in improving the work

skills of Sigli Vocational High School students is by providing support and opportunities for teachers to hone

Furthermore, teachers can take part in training that supports teacher quality, and actively conduct research.

Principals and teachers can also create a learning organizational culture, as well as the reading teacher movement

(G2M), development with promotions, and promotions. Then another development strategy is to do study tour or

internships for teachers in the industry to improve skills/upskilling and update skills or reskilling. In addition, it also

provides opportunities for teachers to attend training/workshops which can develop the potential of teachers to have a

positive impact on students/students.

by the Principal

Teacher participation refers to their real participation in an activity. Participation can be in the form of ideas,

"There was good participation by SMKN 1 Sigli teachers in relation to school programs. Like workshop regarding the

implementation of the independent curriculum (IKM) and E-performance received good enthusiasm because

everything that is being done is important for teachers, and students who can be useful in increasing teacher

competence.

Then the researcher also interviewed the Head of SMKN 2 Sigli, he told the researcher that: There is teacher

participation in the coaching program which is carried out every time there is a school program such as

training/workshop whether it is carried out by the agency or independently. There is good cooperation between the

principal and teachers in this SMK, such as exchanging information related to training/workshops or internships in the

industry to improve skills (according to their respective majors). At this SMK there is also collaboration between

teachers and students in producing a product, namely a coconut splitting machine (shaving coconut until it becomes

to support teaching and learning in class. Teachers are also enthusiastic in participating in each training /workshop

according to their respective majors.

Teacher participation in the development planning process is very important because it can foster an attitude

of ownership and a sense of teacher responsibility for planning the development of productive teacher skills at SMKN

Sigli. To strengthen and at the same time prove the truth of the research data above, the researcher again interviewed

the Head of SMKN 1 Batee. He told the researcher that: "Teachers are always enthusiastic in every activity and

program we plan. Like workshop regarding the implementation of the independent curriculum received good

enthusiasm because everything that is being done is important for teachers, students who can be useful in increasing

teacher competence.

Based on the research data above, it can be concluded that teacher participation in the productive teacher

With participation (manpower, thoughts, funds and facilities) in planning, implementing and evaluating

school/madrasah activities, we can build shared responsibility for educational processes and outcomes. One of the

important participants in the school/madrasah is the teacher, including participation in activity planning and budgeting.

IJEBSS Vol. 1 No. 06, July-Augusts 2023, pages: 616-628

Discussion

Based on the main focus, namely coaching, and development, as well as teacher participation in productive

programs carried out by school principals in improving work skills for students at the vocational high school (SMK)

level in Sigli. The sub-focus of this research is teacher training, development and participation programs in productive

programs. It is hoped that the conclusions from the findings and their implications will be able to give birth to new

ideas, concepts, principles and theories that need to be developed in studying productive teacher development programs

in vocational schools, especially those concerning productive teacher development and development programs in

improving work skills in high school level students vocational school (SMK) in Sigli. The following will discuss the

main findings as follows:

of the teacher is very important in shaping the character of students.

In the educational process, the teacher functions to shape personality and educate (character building) as well

as forming character so that knowledge can be absorbed optimally by students. Professionalism is needed by every

educator which is obtained through specially designed education which is expected to avoid mistakes when carrying

out their duties as an educator. Therefore professional education is needed by an educator in optimizing educators in

Indonesia in order to increase the competence and professionalism required by the position of educator who becomes

a profession. Professional staff is a position held by the teacher. In Law No. 14 of 2005 which regulates Teachers and

Lecturers explains that: "Professional is an activity or work that can be done by someone and becomes the main source

of income in life that requires skills, expertise, and skills that meet standard norms or quality and require professional

education".

of science and technology developments and create engineering technologies that are beneficial to society. It is

appropriate that the government facilitates and is fully responsible for fostering teachers so that they have professional

and reliable competencies, which are expected to be able to support the needs of the community in the future.

Coaching comes from the word bina which means to build, establish. Coaching according to the Complete

Indonesian Dictionary is a process or system of fostering. Terminologically, teacher development is often interpreted

as a series of assistance efforts to teachers, especially assistance in the form of professional services carried out by

school principals, school owners, supervisors in order to improve learning processes and outcomes. Teacher

development is the answer to this problem, because with this it is hoped that it can provide space for teachers to

innovate and update the education and training system for teachers, so that teachers can respond to changing demands

in their processes and duties according to the curriculum.

coaching, namely: "As a process, action, guidance, result or becoming a better personality".

Teacher development means a series of efforts or assistance given to teachers. Especially assistance in the

form of professional services carried out by school principals, supervisors and other coaches to improve the teaching

teacher skills, and learning outcomes so that the planned educational goals can be achieved. The aim of teacher training

is to improve the professional abilities of teachers in improving learning processes and outcomes through the provision

of assistance that is primarily in the form of professional services to teachers. If the learning process increases, learning

outcomes are also expected to increase. Thus, a series of professional development efforts for teachers will facilitate

the achievement of the objectives of teaching and learning activities.

In general, teacher development or supervision aims to provide better assistance through efforts to improve

teaching professionalism, assess the ability of teachers as educators and teachers in their respective fields to help them

make improvements and when necessary by showing deficiencies to be corrected themselves. Therefore, there are

several strategies in coaching that can improve teacher skills, namely: coaching through pedagogic competencies,

coaching during MGMP activities, IHT (in-the-house training), guidance on making teaching modules, and coaching

of student learning." Not only improving teaching skills but also developing the quality potential of teachers. Through

teaching supervision it is hoped that it can improve the quality and quality of teachers in learning can increase the

development, knowledge and teaching skills and increase teacher commitment, safety and motivation.

Then the existence of teacher development through further education is able to improve individuals in

developing competence and self-ability, attitudes, personality and behavior in accordance with applicable norms, so

that students are able to absorb moral and cultural values. Through education, it is expected to be able to provide

cultural effects or responses to certain situations and conditions in everyday life. The relationship between further

education for teachers and employees, in general, employees who will be promoted are determined by education to

hold jobs that are classified as having great responsibility, and teachers who will retire and those who will play a further

significant role in the wider community and in work with professionals.

Develop the motivation of employees in order to develop and improve their performance inside and outside of work.

Based on various teacher development plans carried out in improving productive teacher performance skills

at Sigli Vocational High School, it is hoped that this will bring about positive changes in teacher performance and

talented Sigli Vocational High School graduates. With the implementation of coaching, teachers are expected to be

able to recognize obstacles both inside and outside of work and social life, and be able to see negative or positive

aspects to find solutions to solving problems that may occur. In addition, through this guidance, it is hoped that the

government will provide services of a professional assistance system to improve productive and professional teacher

skills in a sustainable manner. So that the quality of education management standards, especially in vocational learning

practices, has the skills/skill which is good and productive which is described in planning, organizing, dan actuating

as well as evaluating quality learning.

participation in education, equal distribution of educational services, and increasing vocational education." However,

this projection is still faced with the problem of low innovation competitiveness and a lack of human resource

competence. According to Dimyati (2019:20) Teachers as professional educators are: "Teachers who are not only

IJEBSS Vol. 1 No. 06, July-Augusts 2023, pages: 616-628

be able to carry out continuous professional development.

Various things can be done by a teacher to increase professionalism. According to Permeneg PAN and RB

no 16 of 2009, a teacher can carry out continuous professional development activities through three components,

namely: "(1) carrying out self-development; (2) carry out scientific publications; (3) find and create innovative works.

Self-development activities can be carried out through two activities, namely functional training and teacher collective

activities. Professional productive teachers must have integrity, adequate knowledge in accordance with their fields,

commendable character, and competence, even have to attend a good education, not just take part in training, in the

end, it must lead to the recognition and appreciation of the wider community for the professionalism of the teacher

himself. This happens if after the certificate is issued, the teachers who get it really show professional performance

that is able to change the quality of learning from conventional, routine, and mechanistic, to a process that is dialogical,

carrying out partnerships, schools need to know the wants and needs of the business and industrial world so that it has

an impact on the management of learning in schools. It is hoped that the business and industrial world themselves will

be able to become facilitators in providing learning facilities for training venues or putting into practice the knowledge

acquired by productive teachers and students in schools. In addition, this is an effort to introduce students to the world

of work and provide the required work experience.

Teacher development in improving the work skills of Sigli Vocational High School students is carried out by

participating in MGMP activities, providing support and opportunities for teachers to hone skill/skills, and providing

support for continuing to higher education levels in order to produce better quality teachers, and participating in

PPG/PLPG. Furthermore, teachers can take part in training that supports teacher quality, and actively conduct research.

Principals and teachers can also create a learning organizational culture, as well as the reading teacher movement

and skills as a teacher, will also receive a credit score award that can be calculated for career development. Being a

teacher means that you have to maintain your image, prestige, exemplary, integrity and credibility. He does not only

teach in front of the class, but also educates, guides and forms good moral character for his students. Stipulation of RI

Law Number 20 of 2003 concerning the National Education System (UU Sisdiknas) which was followed by RI Law

Number 14 of 2005 concerning Teachers and Lecturers (UU-GD) and RI Government Regulation Number 19 of 2005

concerning National Education Standards (PP -SNP), conceptually and empirically requires adjustments to the policy

level which will be used as a reference for preparing various programs, including teacher education.

Studies of legal products related to teachers have produced various formulations which essentially show the

urgency for a breakthrough to wisely translate these provisions into policies and programs that encourage the

achievement of Indonesia's education vision in 2025. Almost all reform efforts in education, such as reform curriculum

Educators or teachers are professionals as mandated in Article 39 paragraph 2 of RI Law No. 20/2003

concerning the National Education System, Article 2 paragraph 1 of RI Law No. 14/2005 concerning Teachers and

Lecturers, as well as Article 28 paragraph 1 PP RI No. 19/2005 on National Education Standards. The juridical basis