Impact of the Center of Excellence Vocational High School Program on the Interest of New Learners

ABSTRACT


Introduction
The quality of VHS graduates is not good, this is evidenced by the open unemployment rate of VHS graduates of 11.45% the highest compared to other levels of education (BPS, 2021). The problems of unemployment, the quality of human resources (HR) competitiveness, and industry's demands on a multi-skilled workforce are challenges in the world of education (Yahya, 2018), thus encouraging the President to issue instructions on the Revitalization of Vocational Schools in order to improve the quality of HR (Inpres, 2016). Education not only improves performance and productivity, but includes the ability of the workforce (Mahmudah, 2020).
The Ministry of Education and Culture followed up the Presidential Instruction by launching the VHS CoE program with the aim of producing quality graduates to be absorbed in industry or become entrepreneurs through the alignment of vocational education (Kemdikbud, 2022). The VHS CoE program is expected to be a lever for VHS so that the quality of learning outcomes is in accordance with industry standards (Faisal, 2021). The VHS CoE needs partnership programs with industry, because partnerships are able to solve problems of financing, management, access, and quality of education (Mgaiwa, 2016). Besides require the active participation of students, teachers, and industry to achieve good learning output (Wheeler, 2018). Industry's role is to encourage local government policies related to the development of vocational schools based on local wisdom, building procurement, opening competencies, providing funds, organizing pre-employment, teacher internships, competency tests, and curriculum development (Indriaturrahmi, 2016). The learning experience factor contributes positively to apprentices and supports competency development in the modern workplace. (Barabasch, 2020).
The quality of learning is influenced by professional competence and the teaching ability of teachers. Professional teachers can adapt and be able to face all changes so as to provide balance and improve the competence of SMK students (Mukti, 2021). Teacher competencies include professional, pedagogic, social, and personality (Kemdikbud, 2007). Teachers who have pedagogical and professional competence can apply learning strategies and methods relevant to the characteristics of learners and integrate the strengthening of character education (Wardoyo, 2020).
Character education contributes to increasing academic and non-academic achievement by 62.5% (Susatya, 2021). Principals, teachers, and students should realize the principles of CBE work in a   This is an open access article under the CC-BY-SA license. comprehensive and flexible skills program (Misbah, 2020). Unfortunately, there are still many lowcompetence vocational school teachers (Matondang, 2010) and many productive teachers have not pursued their fields in depth (Darmi, 2015). For this reason, efforts are still needed to increase teacher competence in understanding and applying learning technology (Maknun, 2022), teacher competency development is part of HR development and must be carried out continuously (Rahimah, 2021), professional competencies are developed through learning materials and the substance of knowledge (Hartiningtyas, 2016), and teachers have the opportunity to deepen the competence of communication and information technology to improve the quality of learning (Suso, 2021).
The success of the VHS CoE program is measured by; inputs, processes, outputs, outcomes, and impacts (Dit. PSMK, 2017). One of the input elements is NL. NL as a raw material is the main element of the learning process, both the poor quality of the output is influenced by inputs. Quality NL simplifies the process of assessment, learning, coaching, and evaluation. Unfortunately, until now, VHS NL has not been of the number one quality, because the number one quality still chooses the other level.
This research is different from previous studies. The state-of-the-art research is an analysis of the impact of the VHS CoE program on the interest of NL receipts in private vocational schools. The decline in NL interest in private vocational schools is a problem that has not been answered by research. This is a new topic and has never been studied because the VHS CoE program was launched in 2020. It is hoped that the results of the research will be material for solving problems and become material for policy making. It is believed that the results of the analysis of the application of a suitable and effective promotion strategy in capturing quality NL in private vocational schools to be able to improve the quality of graduates.

Method
Research Design: Research design is descriptive qualitative. Subjects of study were school administrators and learners. Object of study was the impact of the VHS CoE on NL interest in four private schools. Data Collection: Data collection using instruments and document studies.
Instruments in the form of interview guidelines as a reference in collecting research data. The study of documents is carried out by means of inventorying administrative data related to NL. Documents serve as complementary data as well as material for cross-checking other data. Data collection techniques, instruments, and research data sources are presented in table 1.  Research Procedure: Research procedures; (1) formulate problems, (2) determine the subject of research, (3) make field observations, (4) compile research guidelines, (5) collect data, (6) process and present data, (7) analyze and interpret data, and (8) make conclusions.

Result and Discussion
The research data consists of; (1) the results of socialization and promotion interviews, (2) NL data, and (3) the results of the benefits and expectations interview. Data from interviews on socialization and promotion were collected through seven questions or statements. After the data is sorted, it is displayed in table 3. Data on NL admissions in four schools, as follows. Data from interviews about NL responses to the VHS CoE were explored through seven questions or statements. After the data is sorted, it is displayed as follows. (a) improve the quality of schooling, education, and performance, (b) add insight, practice media, and competencies, and (c) make it easier to find industry and get a job.

CoE;
The VHS CoE program continues, so that schools are of higher quality, learning improves, and private schools are not inferior to public schools. In addition, some students expect socialization to be carried out more broadly.
The discussion was carried out by grouping the research data into three parts, namely; (1) socialization and promotion strategies, (2) NL data, (3) impact of the VHS CoE. The interview data is used to answer the first and third research objectives, while the NL data is used to answer the second research objectives.
Discussion of socialization and promotion strategies. Based on the data from the interview results, it shows that all schools organizing the VHS CoE conduct socialization to pre-VHS schools, related educational institutions, and the community. Socialization is carried out through; organizing in-house training (IHT), workshops, meetings of student guardians, community recitations, and zoom meetings. As explained by the head of VHS S1; ... the school socializes the VHS CoE to junior high schools and related institutions by organizing IHT, workshops, and guardian meetings of students… promotion through the media, product marketing, banner installation, and conducting training. As outlined by the principals of VHS S2 and VHS S1; ... promotion strategy of the VHS CoE, through; socialization to junior high schools/MTs, promotion through print media, promotion through online media, installation of banners or banners, and coming to the homes of prospective new students by the buser team...
In conclusion, the discussion of socialization and promotion strategies was used to answer the purpose of the first research. The four schools organizing the VHS CoE conducted direct socialization to pre-VHS schools, related institutions, and the community. In addition, the school carries out internal socialization to all school residents. Direct socialization is the most effective promotion strategy (71.43%) compared to other strategies. For the smooth implementation of the VHS CoE, the school formed an activity management team equipped with duties and responsibilities. The strategy is carried out by forming a promotion team, cost planning, collaboration between institutions, partnerships between schools and industry, the relevance of majors, and clarity of information from schools (Al-Amin, 2022). Promotion strategy is carried out by advertising, personal selling, publications, and word of mouth. The strategy simultaneously had a significant effect on student increase by 65.6% while the remaining 34.4% was influenced by other variables (Renata, 2017). There is a positive and significant influence between school promotion and school interest (Munarsih, 2020).

Discussion of NL. School documents show that the interest in NL changed fluctuating, in the first
year there was an increase but in the third year it decreased. In VHS CoE S1 and VHS S3 there is an increase every year, while in VHS S2 and VHS S4 there is an increase and decrease. This proves that the VHS CoE has not guaranteed a maximum increase in NL interest. The first year of the VHS CoE launched (2020-2021) there was an increase in four private schools organizing the VHS CoE, but in the second year there was a decrease in two schools.
The NL of the flagship expertise program of VHS S1 is increasing every year. The reasons or motivations for NL to choose the flagship expertise program of VHS CoE, are; according to interests and talents 80%, quick to work 71.43%, parental direction 57.14%, VHS CoE program 51.43%, friend invitation 34.29%, not accepted in other majors 8.57%, and unable to enter high school 2.86%. NL selects excellent skill programs according to interests and talents ranked first.
This is very proud, because NL can already plan for the future by adjusting its talents. Unfortunately, there are 8.57% of NL that are reasoned that they are not accepted in other majors and 2.86% cannot enter high school. The above data if visualized is listed in diagram 4 on Figure 4.

Fig 4: Reasons to Choose a Flagship Program
The conclusion of the analysis of NL data was used to answer the purpose of the second study.
The VHS CoE program has an impact on NL interest in a fluctuating manner. The first year the NL interest in the four schools increased, but in the second year two schools experienced a decline.
Promotion programs have been carried out well in some parts but it is not very effective in increasing the interest of new students (Daryanto, 2014 (Febriani, 2017).

Conclusion
The four schools organizing the VHS CoE program conducted direct socialization to pre-VHS schools, related institutions, and the community. In addition, the school carries out internal socialization to all school residents. Direct socialization is the most effective promotion strategy (71.43%) compared to other strategies. For the smooth implementation of the VHS CoE program, the school formed a management team equipped with a job description.
The VHS CoE program has an impact on NL interest in a fluctuating manner. The first year the NL interest in the four schools increased, but in the second year two schools experienced a decline.
Good school programs are the main consideration for NL to enroll in VHS CoE, while according to interests and talents, it is the main reason for NL to choose flagship expertise programs.
The benefits of the VHS CoE program include; improving the quality of schools, according to the needs of the school/region, making it easier to get a job, and according to the needs of industry.
School expectations and NL; The VHS CoE program is continued and improved, because it is proven to be able to improve facilities, infrastructure, teacher competencies, and partnerships.
The implication of this study is that the impact of the VHS CoE program on NL interest is not necessarily accurate, because there are still other factors that can influence, such as; the reasons for the COVID-19 pandemic, data on pre-vocational school graduations, and the number of vocational schools around. However, at least with the results of this impact analysis, it can be used as material for theoretical studies and further research footings. The results of the research are recommended as material for consideration by relevant agencies in formulating policies for the VHS CoE program, as a research reference, and as a discussion material for the VHS CoE program.

ACKNOWLEDGMENT
A thank you is addressed to the Institute for Research and Community Service, Universitas Ahmad Dahlan who trusts researchers by providing research grants numbered: PD-040/SP3/LPPM-UAD/VII/2022. The author would like to thank the managers and NL of VHS S1, VHS S2, VHS S3, and VHS S4 for their cooperation and participation in this research.