Copyright © 2016 Muhamamad Muslihuidn and Ria Rukmana. This is an open access article distributed under the Creative Commons Attribu- tion License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. International Journal of Engineering & Technology, 7 (2.3) (2018) 78-81 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research Paper E-Monitoring in The Vocational Process-Based Assessment Bayu Rahmat Setiadi 1* , S Setuju 1 , Dianna Ratnawati 1 , S Suparmin 1 , S Sugiyono 2 , Ardi Widatmoko 1 1 Department Engineering, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia 2 Department Engineering, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia *Corresponding author E-mail: bayursetiadi@gmail.com Abstract Assessment is an important part of vocational learning evaluations to be done carefully, thoroughly and profoundly to obtain objective assessment criteria. If the assessment of professional practice is not done objectively, it can provide students' bias and sense of injustice. This study provides an e-monitoring offer and compares e-monitoring with personal computers and Android mobile in process-based assessment. The study used ten vocational instructors with 31 subjects tested. Assessment criteria refer to the ten assessment standards are valid, objective, fair, integrated, open, systematic, relating to the requirements, accountable, and educative. The results showed that active e-monitoring was applied after post-condition on the first, second and third day Keywords: e-monitoring, vocational learning practice, process-based assessment 1. Introduction In the broad scope, monitoring and evaluation is a package that can not be separated from a program. Monitoring is a step for collecting data for sustainable development indicated by progress and achievement of goals, while evaluation tends to provide credible and useful information as a material in decision making [1]. In fact, the knowledge gained in monitoring can be a stakeholder's information to check whether the program is going according to its original purpose [2]. In smaller scopes, touching the realm of education, the monitoring function is often associated with improved learning achievement of learners. When described more simply, monitoring in learning has a meaning of teacher control controls to make instructional decisions that have an impact on improving student learning and motivation [3], [4]. By knowing the learning difficulties faced by students, it can be determined the design of learning by the characteristics of the subjects and the needs of learners [5]. When shown the difficulty and compared the two figures of general and vocational school teachers, professional teachers are more likely to monitor learners' learning than the general teacher. Like a bottleneck, many vocational teachers face the problems of their students in the laboratory [6]. Both of the difficulties at the time of preparation of learning materials [7], classroom settings, supervision, and practical assessment are common to them [8]. This poses challenges for vocational or instructor teachers to intensify periodic monitoring for students' progress, conducive learning environments, and workplace safety. In vocational education known as three comprehensive assessment, namely: work readiness assessment, process assessment, and product assessment . Evaluation of work readiness is essential before the students see the practice to prepare the knowledge, skills, and work attitude required during the lab [9], [10]. A second assessment is an assessment of the process by which the estimate is a long section to be assessed and impacts on the quality of the practice product. Process assessment can provide principled process information on the domain by providing strategic knowledge objectives and steps used to select the steps in a procedure [11]. The next assessment is a product assessment in which this assessment is a sequence of procedures performed by students when practicable. In the scope of vocational education, the evaluation of the most complained process is challenging to implement comprehensively according to scoring criteria. It is a challenge for the instructor to observe every detail of the learning process of the vocational practice of each student [12], [13]. This will undoubtedly impact on teachers 'difficulties in implementing observations of students' practical processes comprehensively [14]. Also, the ability of an instructor to observe and record information obtained by his students is insufficient which results in a weakness in remembering the results of his class observations [15]. In fact, assessment of learning is important in improving their pedagogic quality [16] and ranking students' learning achievements [17]. Because assessment is the driver of learning [18], then to maintain the quality should pay attention to the quality of the evaluation and knowledge to produce quality product work. Quality assessment meets specific criteria that serve as a fundamental principle of assessment development and implementation. According to Arikunto, assessment aims to stimulate the activities of learners, find the cause of progress or failure of learners, teachers, as well as the learning process itself, provide appropriate guidance to each learner, give reports about students progress to parents and related educational institutions, and as a feedback program or curriculum of education is in force a [19]. The digital information era has been running since the early 21st century, but until now there are still many instructors using direct monitoring of learning. Complaints felt by the instructors are how to conduct a process assessment which can be a material for supervision and evaluate the learning process of vocational practice. Various charges submitted learners because the instructor's assessment is not objective because many students are cheating, not appropriate procedures, and steal the