The innovation of module training based heutagogy as an acceleration for increasing pedagogical supremacy of vocational education lecturers in the industrial revolution 4.0

Abstract

This study aims to find the factors that cause the low pedagogical supremacy competence of vocational education lecturers and examine the attractiveness of heutagogy-based training module innovations to improve pedagogical supremacy of vocational education lecturers. This research uses the R&D method. The research focused on tertiary education in vocational fields in East Java. The results and findings in this study include: (1) the factors that cause the low pedagogical supremacy competency of vocational education lecturers include the management factors of students (understanding insight or educational foundation, understanding of students, curriculum/syllabus development, learning design, learning implementation that educates and dialogical, and evaluation of learning outcomes) and aspects of personality (active self-development activities, self-evaluation, designing self-roadmap, professional self-concept, and independent innovation); (2) the innovation of heutatogy-based training modules developed has a high level of acceptance. This is evidenced by the average score of indicators of 36.93 or the level of acceptance of 92.33%, and (3) the innovative heutagogy-based training module developed can be used as a relevant alternative reference in the development of other sophisticated media.