VOCATIONAL EDUCATIONAL MANAGEMENT
PROSSER’S PHILOSOPHY & LEARNING MODELS IN VOCATIONAL
HIGH SCHOOLS (SMK)
The Lecturer :
Alfian Ardhiansyah, S.Pd., M.Pd.
Arranged By :
Adelia Agatha Ramandani
(2305090022)
INFORMATICS AND COMPUTER ENGINEERING EDUCATION
STUDY PROGRAM
FACULTY OF ENGINEERING
UNIVERSITAS NEGERI SEMARANG
2025
1. Challenge 1: Limited number and quality of computers for student practice
Prosser’s philosophy emphasizes that vocational education should be based on real practice by
producing tangible products or services. However, when the number of computers is very
limited and most of them are outdated, students cannot practice optimally. As a result, the
learning process becomes more theoretical than practical, and students lose the opportunity to
develop the hands-on skills that are essential in vocational education.
Solution 1: Teachers can apply a rotation system during practice in the computer laboratory.
Students are divided into small groups, and each group takes turns using the available
computers. While waiting for their turn, other groups can still engage in meaningful activities,
such as writing code on paper, designing algorithms using flowcharts, or working on project
discussions. This ensures that every student remains actively involved in the learning process
despite limited facilities.
2. Challenge 2: Outdated hardware and software specifications
Old computers usually cannot run the latest applications that reflect current industry needs,
such as modern programming environments, design software, or server applications. This
creates a gap between what students learn in school and what is actually required in the
workplace. Consequently, graduates may face difficulties when entering the job market because
their skills are not fully aligned with industry standards.
Solution 2: Teachers can seek alternatives by using lightweight, portable, or open-source
software that can run on old computers. For example, using simple code editors like Notepad++
or VS Code Portable instead of heavy IDEs, or installing lightweight Linux distributions to
replace outdated operating systems. Additionally, teachers can encourage a Bring Your Own
Device (BYOD) approach, allowing students with laptops or smartphones to practice with their
own devices. This helps bridge the technology gap and provides exposure to tools commonly
used in the industry.
3. Challenge 3: Difficulty in producing real products or services that match industry
relevance
Prosser’s philosophy stresses that vocational training outcomes must be in the form of real
products or services. However, with limited computer facilities, teachers often struggle to guide
students in creating projects that truly meet industry standards. As a result, the output is often
limited to simple simulations that may not fully represent real-world applications.
Solution 3: Teachers can adjust the project scope to fit school conditions by assigning
simplified but meaningful projects that are still connected to real-life needs. For example,
students can develop basic text-based applications, static websites for school or class profiles,
or digital documentation systems such as attendance records using Excel. Even though these
products are simple, they still align with Prosser’s principle because students produce tangible
outputs while learning how to solve problems within limitations.
Conclusion
Implementing Prosser’s philosophy in a vocational high school with limited and outdated
computer facilities presents significant challenges, such as restricted practice opportunities,
outdated technology, and difficulties in producing real products. Nevertheless, these challenges
can be addressed through practical strategies like rotation systems, open-source software,
BYOD approaches, and simplified project assignments. With teacher creativity and adaptation,
Prosser’s principles can still be applied effectively, ensuring that students gain meaningful
vocational learning experiences even under resource constraints.
