Analysis of Developing a Model of Academically Cultured Excellence Competency among TVET Educators

Abstract

This study aims to develop a model of academic competence relationship with excellent culture for skills TVET educators at technical universities. This research focuses on instructors who face challenges such as lack of interest, teaching practices that do not reflect actual practice, limited communication during teaching, and low motivation in implementing the learning process. The research methodology uses a mixed method with Sequential Explanatory Design, involving TVET instructors as respondents, 9 experts for the pilot study, and 12 experts for the actual study. Data analysis is conducted using SPSS, Modified Delphi Technique, Nominal Group Technique (NGT) approach, and Interpretive Structural Modeling (ISM) technique. The results of the study show that all elements in technical, pedagogical, and personnel competencies have been agreed upon by the expert panel, and this academic model with excellent culture is believed to be a reference by technical universities to identify the needs of excellent instructors and adapt an excellent work culture atmosphere through the learning process. Although this model is specifically for TVET instructors, the elements contained are open-ended and can be used as a guide not only for TVET instructors, but also instructors at other public higher education institutions.