Improving the National Internship Certified Program based on

Examination from Vocational Education Program (University of

Indonesia) Students Experience

Mila Viendyasari

Program Pendidikan Vokasi, Universitas Indonesia, Jl. Kalibata Tengah No. 29, Jakarta 12740, Indonesia

Keywords: Human Capital, Vocational Education, Competency, Industry 4.0

Abstract: This article aims to deliver recommendations based on the research as a result of student experiences and to

provide recommendations for improving the implementation of the nationally certified internship program.

Method uses an analytical method with a quantitative approach, the research design used in this study is Cross-

Sectional. The study was conducted by survey method on samples in a population using a questionnaire as a

method of data collection. This research indicates that the implementation of nationally certified internships

able to broaden the insight and skills of the students but needs to be improved the readiness of the company

for day to day implementation. Several recommendations for nationally certified internship program

improvement, based on student's experience regarding the assignment orientation given, mentor guidance and

working environment conditions as long as they take part in a certified internship program. This study expands

the exciting literature on the national internship program by providing theoretical support focusing on

vocational education.

1 INTRODUCTION

In the year of 2018, the Ministry of BUMN along with

Forum Human Capital Indonesia initiated the

National Internship Certified Program. This program

has a strategic goal of optimizing human resources in

order to develop vocational education based on

competency that is connected to industrial needs.

Certified Internship model grows more

importantly when industrial landscape evolved

compare to previous few decades ago; even more,

since the term of IT-based industrial revolution 4.0

term appeared. There are growing concerns that in the

near future IT will replace human capital in the

industry. These risks must be anticipated, despite the

notion that whether or not these concerns

materialized. Nonetheless, industrial 4.0 should

become an indicator of early warning to improve the

quality of human capital. By then, only the most

improved human capital will win the competition in

the future.

An internship is a unique educational program

with the purpose of integrating research with planned

experiences and related performance. It is designed

for the most commonly unemployed freshly graduate

students and postgraduate students all around the

world who have completed 14 to 16 educational

years. The main objectives of the internship program

are to develop and to strengthen student’s abilities

and to prepare them for the profession. (Parveen,

2012)

By definition, nowadays, an internship is defined

as a part-time job for a certain period of time, with or

without pay, where interns gain knowledge while at

the same time making a contribution to the

organization. For students, an internship provides a

better understanding of the reality of business

situation under supervisions and supports (Batool,

2012)

Entering industrial era 4.0, most scholars

especially undergraduates must prepare themselves

optimally and be ready to show uniqueness or

distinction and their added value. Inside the Industrial

revolution 4.0, there are automatic systems and

internet integration (combining digital automation

with cyber technology). With this industrial

revolution, the job competitions are getting much

tougher. Vocational education program is

implementing a few things to prepare their students

for the upcoming industrial revolution 4.0, these may

Viendyasari, M.

Improving the National Internship Certiﬁed Program based on Examination from Vocational Education Program (University of Indonesia) Students Experience.

DOI: 10.5220/0010030800002967

In Proceedings of the 4th International Conference of Vocational Higher Education (ICVHE 2019) - Empowering Human Capital Towards Sustainable 4.0 Industry, pages 84-90

ISBN: 978-989-758-530-2; ISSN: 2184-9870

include: replacing the term Internship program with

undergraduates’ internships program, strengthening

cooperation with the world of industry, campus that

cooperates with world of industry must prepare their

undergraduates’ competencies, by cooperating with

the industry playmaker, students clearly have more

added values to the industries demand once they

graduate, foreign language implementation ,

cooperation with local campuses as well as foreign

industries.

According to the Research, Technology and

Higher Education Ministerial regulation number 44

the year 2015 article 11, the learning process

characteristics consist of these values: interactive,

holistic, scientific, thematic, effective, collaborative

which centered with the students themselves.

Industrial revolution era 4.0 triggers the promotion of

higher education level 4.0, where universities have

the obligation to provide their students and graduates

to grasp the technology literation, data and people,

and the implementation of lifelong learning

education. The Ministry of Research, Technology and

Higher Education (KEMRISTEKDIKTI) has put a lot

of effort in increasing access, relevance, and quality

of higher education in the industrial revolution era 4.0

through co-operative learning and work-integrated

learning/Co-operative education or Co-op which

objectives are to increase leadership competencies,

teamwork and Higher Order of Thinking Skills

(HOTS) for higher education graduates.

Internships provide real-world experience for

those who want to explore or gain the relevant

knowledge and skills needed for a specific field of

work. Internships are relatively short with the primary

focus getting into the job training, taking what is

learned at the university and applying it into the real

world. Internships generally have supervisors who

assign specific tasks and evaluate the intern’s

performance. (Mung'atu, 2016)

A good internship program is not merely

duplicating documents or making coffee for the

superior. Effective and structured internships play an

important key role in maximizing the students’

potentials and guiding them in order to make

significant contributions to the institution.

An effective internship experience is mutually

beneficial for both apprentices and the institutions.

Students are faced with best practices, effective

management and a good understanding of the skills

and applications needed to be successful in the

transition into productive contributors. Business

benefits by providing structures and guidelines for the

students by helping them understand the

opportunities in their organizations, industry, and

business. (Natarajarathinam, 2014)

Facing the industrial revolution 4.0 is certainly

not an easy thing. There are several things needed to

be prepared, for instance, converting the learning

method in the world of education that exists today.

The very fundamental thing is to change the nature

and students’ mindset. According to the

Kemenristekdikti version, to counter this industrial

revolution 4.0 is by building a more innovative

learning system, institutional policy reconstruction,

improving the quality of lecturers and research

breakthroughs. Therefore, in this era, educational

institutions must have cross-sector collaboration, all

of which must be involved, including government,

scholars and industry players so that the impact of this

industrial revolution 4.0 can truly benefit all levels of

society.

Internships can also develop partnerships

between educational institutions, companies,

businesses, and industries. Internships create positive

attitudes toward the business community while at the

same time business may be taking part in student

education.

Local businesses also can take part by offering

internship programs according to their business

discipline or technical field. (Merritt, 2018)

A well-planned internship program will include

the following functions: (Parveen, 2012)

• Understanding the target profession and

prospects for future working conditions.

• Providing valuable exposure to work

• Developing professional skills and attitudes

• Building a network of people with a similar

profession.

By participating in an internship program,

students get a chance to do the job and interact with

other professionals in the same field for some time,

which can be their field of interest. Internships

provide students with opportunities to gain

knowledge about their prospective careers in

industry, identify general preferences related to the

job, and develop profound vocational interests.

Internship students will learn what they like or dislike

from one job, and this can be identified early in the

process of their job search, it has more advantages

compared to students who do not take part in the

internship. One of the competitive advantages for

apprentice workers is that they have an early head

start to the career because of the knowledge and

experience gained during the internship program,

therefore there is no need for trial and error in their

field of interest. (Maertz Jr, 2013)

Improving the National Internship Certiﬁed Program based on Examination from Vocational Education Program (University of Indonesia)

Students Experience

Internships can empower students and help them

improve their professionalism. Apprentices who

participate in this program appreciate that by

participating in the internship programs they can

prepare themselves better for important career skills

including problem-solving, job interviews,

networking, resume writing, oral presentations,

interpersonal communication, and written

communication. (James, 2018)

To take part in this certified internship program,

prospective apprentices also attend a recruitment

process organized by each institution, such as BUMN

employees’ recruitment. Prospective apprentices are

asked to make job applications, CVs, take interviews

and also undergo the tests requested by the company.

A certified internship program involving the

Ministry of BUMN in Indonesia was recently

implemented in 2018, so there are still many things

can be done in the future in order to make the

internship program functions optimally. With this

research, it is hopeful that we found solutions that can

improve the implementation of certified internships

program through interns’ experiences during the 6-

month internship at a state-owned enterprise

(BUMN), therefore the implementation of the

internship can run effectively and achieve its main

objectives.

2 DATA AND METHODOLOGY

2.1 Research Approach

The approach used by the author in carrying out this

research is a quantitative research approach. The

quantitative research approach is research conducted

by calculating numbers statistically based on

hypothesis testing, analyzing and interpreting the

results that answer the research objectives.

Quantitative research according to Sudjan (2005),

measurements based on the form of numbers,

numbers or direct observations that can produce a

measurable result from the object or variable to be

measured.

According to the development model or growth

model, this type of research approach is known as a

cross-sectional model. The cross-sectional model is a

way of obtaining complete data which is done

quickly, while at the same time can predict

developmental stages of individuals in a certain

growth period. The quantitative approach is a relation

that will be calculated statistically through variables

involved, which are the independent and dependent

variables. The quantitative approach can decipher all

the explanations in the operational definition such as

describing the purpose of measuring a measuring

instrument, measuring method and measuring the

scale and not deviating from the objectives and

formulating the research problem (Arikunto, 2010).

The method used in data collection is the survey

method. Survey research is the way research is carried

out by directly coming to the location that will be used

as an object by making observations or conducting

data collection according to existing problems

(Singarimbun, 2008). One of these types is

characterized by the distribution of questionnaires in

a place with the number of respondents adjusted.

2.2 Research Data Sources

Data collection is carried out by stages of process

based on the procedures in the field and the selection

of data collection techniques is precisely picked

through the nature, character, and frequency of

respondents sampled. The process of retrieving data

from primary data, known as the distribution of

questionnaires or conducting in-depth and second

interviews using secondary data taken from the

previously generated reports from research or

previous records. Sources of data or information

include primary data and secondary data.

a. Primary data is data obtained directly as a result

of questionnaires distribution with subjects about

evaluating the implementation of work internships in

state-owned enterprises (BUMN) that are influenced

by independent variables such as work environment,

mentor role, and task orientation

b. Secondary data is data that the author obtained

through literary studies by studying literature,

scientific writing, legislation and documents obtained

by the related agency of which the research objectives

and the issues raised.

2.3 Population and Sample

The population in this study were Vocational

Education Program students who participated in a

certified internship training at BUMN companies as

many as 75 people. The sampling technique used in

this study was a total sampling of 75 people.

2.4 Research Instrument

A research instrument is a tool selected and used by

researchers in their activities to collect the data

needed in their research so that the activity becomes

systematic and puts the author at ease in doing this

research. In quantitative research, the instrument

ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable

4.0 Industry”

must be created and become an "independent" tool

apart from the researcher.

The variable and indicator are :

1. Evaluation :

a. Recommendation

b. According to needs

c. According to abilities

d. Comfortability

2. Role of mentor :

a. Discussion

b. Directing

c. Responsibility

3. Working Environment :

a. Work Relation

b. Communication

c. Directing

d. Responsibility

4. Task Orientation :

a. According to competency

b. Increasing knowledge

c. Increasing skill

2.5 Data Collection and Technique

Sambas and Maman (2009) explain that data

collection techniques are ways that can be used to

collect data. In research with this quantitative

approach data collection techniques used are

questionnaires. As mentioned in Sugiyono (2009)

that questionnaires are instruments used to explore

information relating to statements or theories

presented through the respondent's answers according

to their views when filling out.

The technique that I use to collect data in this

study is by distributing questionnaires to respondents

using a Likert scale. Likert scale is used to measure

the attitude, and perceptions of people or groups of

people about a social phenomenon (Sugiyono, 2014).

Respondents will choose one of the available options,

usually, five scale options will be provided with the

following format:

1. = Strongly Disagree (SD)

2. = Disagree (D)

3. = Neutral (N)

4. = Agree (A)

5. = Strongly Agree (SA)

In the questionnaire used in this research, there

are also included open sentences in each statement

that will be answered by the respondent. According to

Mas'ud (2004), the implementation of the method of

data collection in this research is administered by

using surveys in groups. Respondents are collected in

a certain place, then explained the purpose, and how

to answer the questionnaire. After filling out the

questionnaire, the respondent then returned the

questionnaire.

The methodology adopted for conducting the

research was a questionnaire. A questionnaire is often

used in quantitative marketing research and social

research. This method is a valuable method for

gathering information from a large number of

individuals. Zamara Batool (2012), in her research,

has taken samples of students who have been part of

a national internship program in the Punjab region -

India. We have taken their views on the program and

its continuation. (Batool, 2012)

2.6 Descriptive Statistic

Descriptive statistical analysis is used to determine

the description criteria of each variable studied and

the characteristics of the respondents. Descriptive

analysis is a quantitative analysis that is used to

explain more deeply the results of the analysis and

able to provide more detailed information (Umar,

2010).

Descriptive analysis in this study is used to

quantify work environment factors, the role of

mentors and task orientation towards evaluating the

implementation of work apprenticeship programs in

state-owned enterprises (BUMN) and describe

descriptions of research variables based on the

answers to each questionnaire by giving scores to

each answer. The analysis then uses the average value

and percentage of the respondent's answer scores.

The collected data are classified into two groups

of data, namely quantitative data in the form of

numbers and qualitative data in the form of words or

symbols. Qualitative data in the process is

temporarily set aside because it will be used to

accompany and complete the picture obtained from

quantitative analysis. Quantitative data are summed

or grouped according to the shape of the instrument

used.

3 RESULT AND DISCUSSION

The results of the study were arranged systematically

beginning with a description of univariate analysis

which objective was to obtain an overview of the

distribution of respondents or variations of the

variables studied. This analysis was used to describe

the variables studied by making a frequency

distribution table, and the data was presented in the

form of a percentage. Then, at the end of this study,

an SEM (Structural Equation Modeling) analysis was

provided to explain the complex relationship between

Improving the National Internship Certiﬁed Program based on Examination from Vocational Education Program (University of Indonesia)

Students Experience

some of the variables tested in this study. The number

of samples in this study was 75 respondents.

3.1 Characteristics of Respondents

The number of questionnaires distributed was 75

questionnaires to vocational program students as

primary respondents who took a certified

apprenticeship program at state-owned enterprises

(BUMN). The characteristics of respondents in this

study were divided into 3 (three) categories, which

consisted of gender, age, and interests of the chosen

profession. The study on the characteristics of

respondents based on these categories was carried out

to provide an overview of the identity of respondents,

as shown in the pie chart. Based on the results of data

processing, a frequency distribution can be arranged

to exhibit the characteristics of respondents as shown

at the following:

1. Gender

Figure 1: Respondents Data by Gender (n = 75)

Data on the frequency distribution of respondents

in figure 4.1 shows that based on gender, most of the

samples in this study were 55 women (73%) and 20

men (27%).

2. Internship Placement by State-owned

enterprises (BUMN)

Figure 2: Respondents Data by State-owned enterprises

(BUMN) internship placement

Data on the frequency distribution of

respondents’ characteristics in figure 4.2, shows that

based on the company internship placement, most of

the apprentices work at Perum Jamkrindo (41%),

Bank Rakyat Indonesia (28%), Bank Mandiri (16%),

Bulog and PT Telkom respectively 5% each as well

as other companies 4%.

3. Career Interest

Table 1. Characteristics of Respondents by Career Interest

No Career Interest

Qty

(n)

Retail

11%

Government

29%

Finance

24%

4IT/

Telecommunication

Others

28%

Total

100%

Based on career interests, most of the respondents

interested in a career in government (29%), others

such as consultants, education and culinary (38%),

finance (24%), retail (11%) and IT

/Telecommunication (8%). Thus, the respondents

interested in a career in the government sector are

much larger than respondents with other career

interests.

Categories of characteristics of respondents by

variables can be exhibited in the form of a histogram

as follows:

Figure 3: Frequency of Working Environment Score in

Histogram (n = 75)

Figure 4.3 above shows that the largest dimension

in terms of establishing a working environment in

BUMN companies is communication (4.7) compared

to comfort (4.1) and working relations (3.6). Based on

vocational program students’ perception, there are

statements that communication is the highest

dimension which establishes the highest working

environment, among others:

Woman

73%

Man

27%

GENDER

Series1

Working

Relation

Communication Convertability

Series1

3.6 4.7 4.1

ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable

4.0 Industry”

1. Good communication relationships with

colleagues or employees around the working

environment

2. Do not experience communication barrier

with fellow colleagues

3. It is free to express opinions at the working

environment

Figure 4: Frequency of Mentor Role Score in Histogram (n

= 75)

Figure 4.4 above shows that the largest dimension

establishes the role of a mentor in a BUMN company

is the directing dimension (4.6) compared to the

discussion dimension (3.6) and responsibility (3.4).

Based on vocational program students’ perception,

there are statements that directing is the highest

dimension which establishes the highest role of

mentor, among others:

1. The mentors provide me with detailed

instructions on how to do the assignment

2. The mentors provide guidance related to

working internships in state-owned

enterprises (BUMN)

3. The mentors provide an explanation to

apprentices on how to start and end a task.

Figure 5: Frequency of Task Orientation Score Histogram

(n = 75)

Figure 4.5 above shows that the largest dimension

which establishes the task orientation in BUMN

companies is the dimension of increasing knowledge

(4.5) compared to the dimension of adding skills (3.6)

and competency (3.2). Based on the vocational

program students’ perception, there are statements

that increasing knowledge is the highest dimension

that establishes the highest task orientation, among

others:

1. Tasks given can increase knowledge and

experience at work

2. Technical obstacles in carrying out a task

that is highly important

3. Explanation about all I need in this

company comes very late

4 CONCLUSION AND

RECOMMENDATION

Based on the results of research and discussion also

analysis that have been done in the previous chapter,

then this chapter concludes the following research:

4.1 Descriptive Variable

The biggest dimension forming a working

environment in implementing a certified

apprenticeship program in state-owned enterprises

(BUMN) is the communication dimension

The biggest dimension forming the role of a

mentor in implementing a certified apprenticeship

program in state-owned enterprises (BUMN) is the

directing dimension

The biggest dimension forming the task

orientation in implementing a certified apprenticeship

program in state-owned enterprises (BUMN) is the

dimension of knowledge

4.2 The Evaluation of the

Implementation of a Certified

Internship Program

There is a direct influence between the work

environment on the evaluation of the implementation

of the work apprenticeship program in SOEs with a P

value (0,000) <alpha value. Thus the better the work

environment factors will improve the implementation

of work apprenticeship programs in state-owned

enterprises (BUMN)

There is a direct correlation between a mentor role

towards implementation evaluation of the internships

program in state-owned enterprises (BUMN) with P

value (0,000) < alpha value. Therefore the better a

mentor role in state-owned enterprises (BUMN) will

increase the implementation of internship programs

in state-owned enterprises (BUMN).

There is a direct correlation between task

orientation towards the implementation evaluation of

the internships program in state-owned enterprises

3.6

4.6

3.4

1.0

2.0

3.0

4.0

5.0

Berdiskusi Mengarahkan Tanggung Jawab

Discussion Directing Responsible

3.2

4.5

3.6

1.0

2.0

3.0

4.0

5.0

Sesuai Kompetensi Menambah

Pengetahuan

Menambah Skill

As competency

Increase

knowledge

add skill

Improving the National Internship Certiﬁed Program based on Examination from Vocational Education Program (University of Indonesia)

Students Experience

(BUMN) with P value (0,000) < alpha value.

Therefore the better the task assignments will

increase the implementation of the internship

program in state-owned enterprises (BUMN).

4.3 Recommendation

This research shows that the working environment,

mentor roles, and task orientation become important

aspects of the implementation evaluation of the

internship program of state-owned enterprises

(BUMN). Therefore, there are some

recommendations made as follows:

 This program should be continued, the internship

program not only giving benefits to all the

students but also strengthening the relationship

between the higher education system and state-

owned enterprises (BUMN). Therefore,

combining roles, skills, and knowledge from the

higher educations systems with the industry

becomes a way of improving the quality of

vocational program graduates.

 The educational institution needs to direct and

communicate with the participants of the

internship program in terms of work at the state-

owned enterprises (BUMN) by giving

assignments that match their skills.

 Education institution together with companies

should prepare standard internship guidance and

socialized to the mentors or users. In some case

we have found that some mentors did not

understand so well regarding this program.

 Companies should be more seriously doing the

program, specialy in facilities and working

equipment and also companies should prepare

more budget for extra works, because the

internship program applied for six months

minimum, so the company may maximize the

students contribution but they should pay

attention to student benefit.

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ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable

4.0 Industry”