The Influence of Teachers’ Approaching Obstacle on the Adoption Technological Innovation within the Electric Vehicle Among the Vocational High School Educations

Electric Vehicle (EV) Technology is part of sustainable energy initiatve and can be a solutin for the efforts of overcoming the gasoline scarcity. The presence of this technology has started to change the map of the garage shop business and also the educational communication system, as having been found in the learning ompetencies of Light Automotive Vehicle Engineering and Motorcycle Business Enginering on the State Vocational High School 7 located in the Regency of Tangerang. Although the educational communication has been termed as instructional communication, it is difficult for the teachers to approach the students so that the students are able to adopt and embrace the EV innovation. Therefore, through the present quantitative study, the influence of the teachers’ approaching obstacle on the adoption of the electric technology innovation among the State Vocational High School 7 located in the Regency of Tangerang is measured by using the Theory of Information Dissemination (Adoption of Innovation) by Everett Rogers and the Model of Group Interaction (Robert Bales) with 123 respondents as the participants in the study. During the study, the variables were measured by using the Likert Scale Technique and, at the same time, the validity test was performed by using the Product Moment Correlation. Furthermore, the reliability test were performed by using the Cronbach’s Alpha Formula with the assistance from SPSS 24. Last but not the least, the inter-variable correlation test was performed by using the multiple linear regression whle the F-test, the t-test, and the normality test were performed by using the Shapiro Formula. The results of the study show that : (1) the type and the quantity of the approach implemented by the teachers within the study have significant influence on the adoption of electric vehicle technology innovation among the students of State Vocational High School 7; (2) the type and the quantity from the influence of the teachers’ approaching obstacle on the adoption of electric technology innovation among the students of State Vocational High School 7 has ranged from significantly influential until not influential; and (3) there are various model of teachers’ approaching that have been implemented in dealing with the obstacles on the adoption of the electric vehicle technology innovation among the State Vocational High School 7s.


Introduction
According to the Theory of Information Dissemination (Adoption of Innovation) by Everett Rogers (Littlejohn & Foss, 2009, pp.456)[ 1 ] (Dearing, 2008)[ 2 ], there are many factors that influence the process of innovation diffusion namely: (a) interpersonal influence; and (b) contacts with the agent of innovation from outside the group. On the contrary, according to the Model of Group Interaction by Robert Bales (Morgan, 1975)[ 3 ] (Littlejohn & Foss,pp.326), in the interaction of each group and in the accomplishment of individual assignment, every individual can display both positive and negative aspects, which will be one of the factors that obstruct the interaction. In addition, according to Bales, if there is insufficient dissemination of information, "communication issues" (Keyton & Stephenson, 2009)[ 4 ] will appear and eventually "tense" and obstacle will appear within the reintegration of the unity and the coherence within the group.
Are the two theories able to assist the measurement and the explanation of the solution to the problems exposed by the influence of the teachers' approaching obstacle on the adoption of the electricification vehicle technology adoption among the students of State Vocational High School 7 the Regency of Tangerang?
The above question is urgent to answer, recaling the fact that the electric vehicle (EV) has been one of the solutions for overcoming the PSYCHOLOGY AND EDUCATION (2021)  . In addition, the domestic motorcycle factory under the brand Gesits has also offered another scootertype EV. In fact, in an automotive exhibition named the Gaikindo International Indonesia Auto Show (GIIAS) at July 2019, the scooter-type EV was put on the gallery. In sum, it is clear that sooner or later the presence of EV technology will turn the table of the garage business ship and the vehicle manufacture domain. The turn also involves, certainly, the educational institusions such as State Vocational High School 7s in the Regency of Tangerang as an institution that educates the human resources for the EV technology use in the future.
However, has the information of EV technology reached both the teachers and the students of State Vocational High School 7 the Regency of Tangerang and what are the problems in adopting such technology innovation? The question should be answered since the state vocational high school has been appointed as the partnering network of the first-tier professional certification institution in the domain of Vocational High School. At the same time, the State Vocational High School 7 has been appointed as the State Vocational High School that can be potentially developed into a referent Vocational High School based on the Founding Director of the Vocational High School Degree, the General Directory of Elementary and High Education, the Ministry of Education and Culture Number No. 705/D5.2/KP/2016. These facts are the reasons why the State Vocational High School 7 has been selected as the research object and are also the background of the study.
Departing from the above elaboration, it can be asserted that the focus of the study is on the measurement of the influence of the teachers' approaching obstacles on the adoption of EV Technology among the students of State Vocational High School 7 the Regency of Tangerang. Specifically, the obstacles that will be measured are the task obstacles and the interpersonal obstacles within the teachers' approaching and the adoption of EV technology among the students of the State Vocational High School 7 the Regency of Tangerang. Both obstacles should be identified in order to devise the proper solutions for the productiveness-related problems; in other words, the problem-solving activities for the given topic will be analysed as well. On the other hand, through the study the researchers generally strive to devise the solutions and the role model any vocational high school that deals with the typical problems. It is this situation that becomes the objective, the urgency, and the peculiarity of the study. Looking at the overall description, the title that will be selected for the present study is: "The Influence of Teachers' Approaching Obstacle on the Adoption of Electric Vehicle Technology among the Students of State Vocational High School 7 the Regency of Tangerang."

Method
The study was a quantitative research using the positivistic paradigm (deductive logic) (Neuman, 2013, pp.108) [ 11 ]. The backbone of the study was two theories namely the Theory of Innovation Adoption by Everett Rogers and the Theory of Group Interaction Model by Robert Bales.
According to Rogers (Littlejohn & Foss, 2009, pp.456)[ 1 ], the dissemination of innovation or the adoption of innovation is a time-consuming process. This kind of innovation dissemination takes a longer process compared to the dissemination of smartphone and virtual world innovation, which relatively takes place in a ; and (c) emphasizing certain alternatives. In relation to the task obstacles, Bales states that interpersonal obstacles appear wen two people or more are trying to solve a problem, for example: (a) the necessity to explain ideas to other people; (b) the way to deal with problems; and (c) the way to deal with differences. Thus, the lower the level of the interpersonal obstacle is, the more solid a group will be and the higher the effective synergy will be (Le, Ha., Jeroen, & Theo, 2018, pp.103-122)[ 15 ]. The factors of these obstacles can be found in Figure 2 below.
In relation to the context of task obstacles and interpersonal obstacles, educational communication refers to the process and the activities of communication that have been designed specifically for improving the added , educational communication is also termed as instructional communication, which can be vulnerable to failure because of many factors namely: (a) the cognitive structure of an individual in his or her position as a communicator (this factor is mostly found in any failure); (b) the teachers' inability to understand various approaches in the instructional implementation; (c) the psychological aspects such as the intelligence capacity and capability that an individual has, the talent, the interest, the the motivation, the attention, the sensation, the perception, the memory, the retention, the forgetfulness, the transferring capacity, and the cognitive reasoning, which have been mostly abandoned especially by the instructional communicator; (d) the abandonment of the library use by the communicators as the field practitioners; (e) the low number of multimedia that has been benefitted by the educational communicators; and (f) the lack of information literacy and media literacy approach in each instructional practice. In order to overcome the failures in the educational communication, Yusuf (2010)[ 3 ] proposes several solutions so that the process of educational communication may run fluently. Some of these solutions are using the open communication model between the communicators and the learning communicants and also establishing association or sequence among the available information within the cognitive structure of an individual. At the same time, the communicators should use the logic of reasoning that shares the similarity to the logic of reasoning that the learning communicants (the targeted audience).
With regards to the term "approach" in the domain of education, with reference to Rahmah (2014)[ 19 ], it is explained that approach in the domain of education, or educational approach, explains the occurence of a very general process. However, from her point of view, it can be explained that educational communication refers to the departure point or the angle toward the learning process, that embarks from either the teacher-centered approaches oer the studentcentered approaches.
Similarly, Fadilla, Dewi, & Djumadiono (2014, pp.67)[ 20 ], the teacher-centered (expository) approaches are direct instruction and deductive. The sequence in the implementation of the teacher-centered approaches starts with the delivery of concept, fundamental principles, and concrete examples by the learning sources and ends with the conclusion drawing or verification from the overall discussions by the learning sources, the learning members, and even both.
As an alternative, the student-centered approaches are inductive, inquiry, and using the discovery learning strategies. These approaches are more student-oriented with the modern learning activities in which the arrangement and the management of learning activities are defined by the students. Thus, in these approaches the students hold the open wide opportunity to perform their creativity and develop their potentials through direct activities in accordance with their interest and desire.
In line with the student-centered approaches, Fadilla, Dewi, & Djumadiono (p.66)[ 5 ] explain about an approach termed scaffolding. In their opinion, scaffolding refers to the learning method that provides direction, warning, encouragement, problem-solving steps, and example provision as the ways for accomplishing the learning activities of the students in the school. Therefore, scaffolding enables the students to attain new skills and become independent learners The term "hybrid" itself describes a vehicles that benefits two power sources namely the Internal Combustion Engine (ICE) and the electric motor (dynamo) complete with its battery. The ICE serves as the power generator for charging the battery. Unfortunately, the range of the HEV is relatively short.
Then, the Plug-In Hybrid Electric (PHEV) still benefits two engines as the power source namely the ICE and the electric motor. The term plug-in here refers to the re-charging system of the battery with the use of electric power. In PHEV, the ICE still serves as the electric generator for re-charging the battery; however, the difference is that the ICE is not connected to the tire but it will be activated when the electric vehicle should bear heavy performance such as overtaking and going uphill.
Next, the Range Extended Electric Vehicle (REEV) is a further development of PHEV. The only difference between REEV and PHEV lies in the power-transfer system (transmission) and the final gear. In REEV, both features are fully electric. Last but not the least, the Battery Electric Vehicles (BEV) is the current model and innovation of electric technology. The BEV or EV, for short, only relies on one power source namely electric dynamo. With the use of the electric dynamo, the vehicle can be fully recharged by using the domestic power source. Unfortunately, in Indonesia these EVs have not been fully offered to the automotive market yet but all types of electic bicycles and electric motorcycles have benefitted the EV-based technology (Rajper & Albrecht, 2020)[ 23 ], including the brand Gesits.
Furthermore, the assumptions that appeared in the study were as follows: (a) in the process of adopting the electric vehicle technology innovation both the teachers and the students will encounter obstacles; and (b) the teachers as the information source for the students will influence the success of adopting the electric vehicle technology innovation among the students. The two assumptions can be asserted into the alternative hypothesis (Ha) within the study since the teachers' obstacles in implementing their approaches will influence the adoption of the electric vehicle technology innovation among the students of the State Vocational High School 7 the Regency of Tangerang. Therefore, the accurate identification on the shape and the quantity of the obstacles in the alternative hypothesis (Ha) becomes the indicator of the measurement achievement within the study.
The object in the study was the students from the Grade XII of State Vocational High School 7 the Regency of Tangerang. These students were from the Light Automotive Vehicle Engineering Study Program and the Motorcycle Engineering Study Program from the 2019 / 2020 Academic Year. The number of respondents that had been sampled from the overall population was 123 people and the number of the participants exceeded the minimum requirement, Furthermore, most of the students from Light Automotive Vehicle Engineering (72%) while the remaining students (28%) were from the Motorcycle Engineering Study Program. These samples were measured in terms of attitude, opinion, and perception by using the Likert Scale.
In defining the number of the sample, the Taro Yamane Formula was implemented (Kriyantono, 2006, pp.21)[ 24 ]. All of these samples were gathered by using the probability sampling technique, specifically the simple random availability sampling. The sampling technique was performed based on the availability of the given sampling (Alwi, 2015 Eventually, the results of the hypothesis could be elaborated as follows. The results of the first hypothesis (H1) test showed that the Sig. value for the influence by the Variable X1 on the Variable Y1 had been 0.035 (<0 0.05) while the t-count value had been 2.134 (> 1.970) (N=123; α=0.5%). Therefore, it could be concluded that the first hypothesis had been accepted and the acceptance of the first hypothesis implied that the Variable X1 had influence on the Variable Y. On the contrary, the results of the second hypothesis (H2) test showed that the Sig. value for the influence by the Variable X2 on theVariable Y had been 0.000 (< 0.05) while the t-count value had been 4.349 (>1.971) (N=123; α=0.5%). Therefore, it could be concluded that H2 had been accepted and the acceptance of the second hypothesis implied that the Variable X2 had influence on the Variable Y.

Results
The State Vocational High School 7 the Regency of Tangerang is located in a strategic environment. The state vocational high school is nearby the settlement and surrounded by the shopping centres, the trading centres, the universities, and even the industrial areas. The state vocational high school itself was established The vision of the State Vocational High School 7 is being a professional training and education institution in compliance with the national standards to shape competent, competitive, independent, noble, and religious graduates. Then, the missions of the State Vocational High School 7 are as follows: (a) developing the prominence in terms of skills and accuracy; (b) implementing the discipline and honesty based on the spirit of entrepreneurship and the piety toward Lord The Almiighty; (c) developing the compassion to the others and the environment within the teaching-learning process; (d) performing the teaching-learning activities under the optimum level with orientation toward the given standards; and (e) improving the quantity and the quality of cooperation with the business actors, the industries, and the other institutions by 2013.

Discussion
According  Table 1. These factors are interpersonal influence, contact with the agents of change, and trial without huge commitment. Similar situations are also found among the students at the State Vocational High School 7. According to the students, the teachers implement many approaches that can influence the efforts of adopting the electric vehicle technology innovation.
From all of the approaches, the students state that the modern learning process, or the student-centered approaches, is the most influential approach. For example, the teachers can be creative, nonmonotonous, and flexible.
Creative is an important value for the younger generation that must be developed, because it is an important foundation for the country (Mona, 2018)[ 31 ], and because each individual (student) will make a selection of information, both appropriate and contrary to their attitudes, as a way to fulfill the usefulness of the information, with an emphasis on "threats and opportunities" as two interrelated things ( Table 3 and Table 4 below. Similar situation is also found on the approaches that benefit the examples. These examples, which the teachers have clearly, specifically, and completely delivered through the individual assignments and the group assignments, are considered to be 100% influential. In other words, it is important for the teachers of the State Vocational High School 7 the Regency of Tangerang to implement the modern learning process (the student-centered approaches) so that they will be creative, non-monotonous, friendly, and flexible withing the teachinglearning process. This figure can be seen in Table  4  activities of education that have been specifically designed for improving the added values of the targeted parties. The implication of the statement is that the teachers should be able to specifically design the learning process of the electric vehicle technology for the students of the Light Automotive Vehicle Engineering Study Program and the the Motorcycle Engineering Study Program in implementing the learning approaches so that the adoption of the electric vehicle technology innovation can meet its targets.
The same principle also applies to the teachercentered (expository) approaches in which the learning sources do not only deliver information about the fundamental concepts and principles and but also the concrete examples (Fadilla, Dewi, & Djumadiono, 2014)[ 5 ]. Since these approaches are considered 30.63% influential (as having been shown in Table 3), in implementing the learning approaches for adopting the electric vehicle technology innovation, the teachers should mix the teacher-centered (expository) learning approaches, the student-centered (modern) learning approaches, and even the classical (direct instruction) learning approaches. Thus, it is possible that that the students of the Light Automotive Vehicle Engineering Study Program and the of the Motorcyle Engineering Study Program have not adopted the electric vehicle (EV) technology innovation because the teachers have not provided these students with clear, detailed, and complete examples about the electric vehicle technology in addition to the approaching obstackes that the teachers have found.
Based on the above analysis, it can be concluded that the teachers of the Light Automotive Engineering Study Program and the Motorcycle Engineering Study Program have not been creative in implementing both the learning approaches and the learning process. Therefore, it makes sense that the students of both study programs in the State Vocational High School 7 the Regency of Tangerang are not well-prepared to enter the world of automotive industry with the electric vehicle technology. The provision of necessary examples about the adoption of the electric vehicle technology innovation can be pursued by browsing the YouTube or the Google search engine. In addition, the teachers can also invite or direct the students to attend the exhibition events of electric vehicle technology and also to join the study tour or the field study to the factories that manufacture the EV-type units.
As having been explained by Robert Bales, in addition to the task obstacles there are also interpersonal obstacles within the implementation of the selected learning approaches by the teachers. One of the interpersonal obstacles is the necessity to explain ideas to other people. If the teachers are unable to explain their ideas to the students, the students will be obstructed and the running of the teaching-learning process will be disturbed. Therefore, if the students are unable to explain their ideas about the innovation of the electric vehicle technology in a clear, detailed, and complete manner through both the individual assignments and the group assignments, then the teachers are not creative yet and they suffer from the interpersonal obstacles, which also become the interpersonal obstacles for the students. In order to overcome the interpersonal obstacles, it is important for the teachers to be creative, friendly, flexible, and capable in delivering the clear, detailed, and complete examples. According to Bales in his Theory of Group Interaction Model, this matter is important: the fewere the interpersonal obstacles are, the more solid the group will be and the higher the level of the effective synergy will be. Thus, it can be concluded as well that the interpersonal obstacles between the teachers and the students will influence the synergy and the solid relationship between the teachers and the students.
Furthermore, it is also found that the interpersonal obstacles (97.80%) are more influential than the group assignment obstacles (97.70%) among the students of the Departing from the above findings, it can be understood that the teachers should be appreciative to the students, should use communication media, should be able to accept the students' skills, should be attentive to the group practical work, should be skillful, should be intelligent, should be attentive to the personal discussion assignments, should not use harsh words, should be able to disseminate sufficient information to the students, and should care about the students in order to overcome the existing obstacles. These aspects can be seen in Figure 1 below.

Conclusion
Based on the analysis and the discussion within the study, it can be concluded that the teachers' approaches and their obstacles have different quantity of influence on the adoption of the electric vehicle technology innovation among the students of the State Vocational High School 7 the Regency of Tangerang. Some of the students state that both of the teachers' approaches and the teachers' approaching obstacles are highly influential while the other students state that both of them are not influential. The only approach that has fully influenced the students is the use of clear, detailed, and complete examples by the teachers in both the individual assignments and the group assignments namely 100%. Then, the sequence of the teachers' approaching influence can be elaborated as follows: (a) the modern learning approaches or the student-centered learning approaches (37.53%, see Table 2), which consists of: (1) creative teachers (50.40%); (2) friendly teachers (50.40%); (3) flexible teachers (50.40%); (4) openness to criticisms (37.40%); (5) two-way learning process (19.50%); and (6) being a learning partner (17.90%); (b) the personal learning approaches (31.43%); (c) the learning approaches by means of group assignments (31.34%); and (d) the classical (direct instruction) learning approaches (30.63%).
Looking at the conclusions that have been drawn from the study, there are several suggestions that can be proposed. First of all, in implementing the learning approaches for adopting the innovation of the electric vehicle technology, the teachers may mix the studentcentered (modern) learning approaches, the teacher-centered (expository) learning approaches, and even the classical (direct instruction) learning approaches with the assistance from the Scaffolding method. Second, it is important for the teachers to be able to implement the studentcentered (modern) learning approaches, to be creative in the teaching process, to be dynamic, to be friendly, to be flexible, and to provide a lot of