Enhancing students' knowledge and competency through Accurate software training: SMK Muhammadiyah 9 in South Jakarta.

The advancement of technology and the increasingly complex challenges in the working world have prompted accounting vocational school students to acquire sufficient knowledge and competency in using Accurate software. The purpose of this activity is to enhance the competence and hard skills knowledge of students at SMK Muhammadiyah 9 in South Jakarta. Through this community service activity, it is expected to improve students' abilities in using Accounting Software, specifically Accurate version 5, to generate financial reports. The training was conducted over 2 days on February 14 and 15, 2022, with a total of 59 student participants using Google Meet. It started with an introduction by the community service team, followed by completing a pre-test, database creation using basic setup, and practical exercises solving case studies using Accurate software specifically for trading companies. The outcome of this community service is an increased understanding, ability, and competency of the training participants in using Accurate software, which will assist teachers and students in the learning process at school and serve as preparation for their future entry into the workforce .


Introduction
Until now, vocational schools have been using the MYOB application for accounting computer learning. MYOB, which stands for Mind Your Own Business, was developed in Australia and is an integrated accounting software primarily designed for small businesses (Biduri et al., 2020;Rohmah et al., 2019). MYOB was created by MYOB Limited in Australia and has been further developed and utilized in various countries, including Indonesia. The curriculum and examinations in vocational schools also incorporate the use of MYOB. However, in today's era of technological advancement, students and teachers are expected to be familiar with not only a single application but also various accounting applications, such as Accurate Version 5 (Siregar, 2018).
Vocational school students (SMK) face two options after graduating: continuing their education or entering the workforce. According to Article 15 of the National Education System Law No. 20 of 2003, the specific objective of vocational schools is to prepare SMK students to become productive individuals, capable of working independently, filling job vacancies in the business and industrial sectors as mid-level workers, in line with the competencies of their chosen vocational programs. They are confronted with the reality that they can achieve success if they possess skills, both soft skills and hard skills. Soft skills are built through daily habits and routines, while hard skills need to be honed in accordance with their chosen field of interest. The significant concern faced by the current job market is the limited perception and expectations of the business and industrial sectors regarding the employability skills that vocational school students should possess. Companies require competent, trained, and ready-to-work employees (Munadi et al., 2018). Individuals with employability skills help them thrive in the workplace. Labor observer Ade Hanie believes that graduates of vocational schools (SMK) are not yet able to compete in the fourth industrial revolution. This is because their learning practices focus more on academic grades rather than practical skills. As a result, industries face challenges in absorbing workers from vocational schools. Therefore, prospective SMK graduates must continue to sharpen their hard skills to remain competitive in the job market.
SMK Muhammadiyah 9 South Jakarta is one of the vocational schools located in the South Jakarta area. One of the specialties offered at SMK Muhammadiyah 9 South Jakarta is Accounting and Finance. Most vocational schools provide skills in accounting record-keeping through the MYOB program, while only a few offer competence in accounting record-keeping using the Accurate program.
Accurate is a software application developed to simplify accounting processes (Helmayunita et al., 2019). By using Accurate, the accounting process is streamlined up to the journalizing stage, with subsequent processes being automated by the system and this Indonesian-designed software has been introduced since 2000 (Utama & Pratama, 2020). It is aligned with the development of PSAK, the accounting standard in Indonesia (Kartika et al., 2022), and has evolved to the latest version, Accurate Version 5. Accurate also offers other editions such as Accurate Standard Edition, Deluxe Edition, and Enterprise Edition (Novit, 2022).
Accurate is also available in two languages, namely Indonesian and English. Other conveniences include the ability to directly view reports with the Microsoft Excel application, customizable invoices for users, and ease in tax matters as it has been adjusted to comply with regulations in Indonesia (Darmanto, 2017). The various advantages of Accurate should be responded to by teachers in high schools (SMA/SMK) in West Jakarta by learning it for educational purposes. Based on a survey conducted by the community service committee, most vocational schools only provide https://equatorscience.com/index.php/move accounting recording through the MYOB program, while only a few schools offer Accurate to their students. Based on the survey results, Universitas Mercu Buana has conducted a community service program for students of SMK Muhammadiyah 9 in South Jakarta, aimed at providing knowledge and skills in operating Accurate Version 5.

Implementation Method
The actions in this activity involve program implementation. The activities carried out in the program implementation include providing training by explaining and simulating the Accurate accounting application (Sulia et al, 2022). This community service activity is planned and conducted over a period of 2 days, conducted online via Google Meet. The preparation for the implementation of this community service activity involves working on training materials and preparing for other activities. On the day of the training activity, the participants are students from SMK Muhammadiyah 9 South Jakarta, specifically students in XI grade. The training is conducted by three instructors, including the project leader and project members, each with a role as an instructor responsible for specific topics. The compiled materials are then delivered to the students in the form of softcopies.
In general, the detailed activities of the training implementation are as follows: 1. The first step is carried out by the training participants, which involves installing the Accurate Accounting Software. 2. Participants fill out a questionnaire (pre-test) to assess their initial understanding and then fill out another questionnaire (post-test) to evaluate the results of the training after it is completed. 3. Presentation of the learning materials or modules. On the first day, the material presentation begins with an introduction to the Accurate Accounting Software, including preparation and an introduction to the modules available in the application. The material presentation then continues with in-depth discussions about each module, covering topics such as general ledger, cash and bank, fixed assets, purchases, inventory, and sales. 4. On the second day, there are discussions and practical exercises to use Accurate Accounting Software based on provided case studies. The objective is to encourage participants to understand important aspects and address any misunderstandings related to the topics covered during the training.

Result and Discussion
The training activity on the use of the Accurate application for the students of Sisingamangaraja Private High School was conducted for a period of 2 days through online means (Google Meeting) from February 14th to February 15th, 2022. The service process began with the preparation and development of training and learning materials. The participants were students from Muhammadiyah 9 Vocational High School in South Jakarta, specifically students in XI grade. The training was conducted by three instructors, including the head of the Community Service Program (PkM) and PkM members, each with their respective roles as instructors assigned to specific parts or topics. The materials were compiled and then presented to the students in softcopy format. Generally, the details of the training activity implementation are as follows: 1. The day before, we and our partners performed the installation of the Accurate Accounting Software application, followed by the completion of a questionnaire 149 https://equatorscience.com/index.php/move by the partners. The questionnaire (pre-test) was conducted to assess the participants' basic skills in accounting and understanding of the Accurate Accounting Software application. 2. First day, material presentation and hands-on practice were conducted. This stage consisted of two modules: General Ledger and Cash Bank, followed by solving problems related to those modules. Then, the Cash Bank module and the Inventory module were covered. After the material presentation, participants worked on problem-solving related to those modules. 3. Second day, the discussion continued with two other modules, namely Sales and Purchases. Participants then worked on problem-solving related to the learning modules of that day. We then conducted a review and proceeded with the discussion of the final module in the Accurate Accounting Software, which is the Fixed Assets module, followed by problem-solving related to the fixed assets module. On the same day, we conducted another round of questionnaire completion (post-test) to assess whether there were any changes in the participants' basic skills in using the Accurate application.
The success of this activity is measured by using a pre-training questionnaire and a post-training questionnaire. The questionnaires are in softcopy format and contain tests to assess the participants' computerized accounting skills, with the aim of determining their proficiency in computerized accounting among the training participants.
Based on the results of the participants' questionnaire, it was found that there was an improvement in understanding the use of the Accurate application before and after the training. Therefore, it can be concluded that this training has been successful in training users in accounting software, specifically Accurate. This service result will enhance the knowledge and skills of the participants, thus facilitating the learning process in school, (Sulia et al, 2022).

Conclusion
Considering the implemented activities, it can be inferred that the participants of the training have witnessed an improvement in their comprehension and competence regarding the operation of the Accurate application. The training has been wellreceived by the participants, as indicated by their eager participation, and the partners have made positive contributions, enabling the service to be executed optimally. As for recommendations, it is advisable to conduct the training activities in a physical setting (offline).