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All Journal Jurnal Pendidikan Vokasi
Septian Rahman Hakim
Universitas Negeri Yogyakarta
Education

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Evaluating vocational education policy in a disadvantaged region: Evidence from a CIPP-based study Aris Dianto; Anik Ghufron; Septian Rahman Hakim; Dafid Slamet Setiana; Gumpanat Boriboon
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.95734

Abstract

This study evaluates the performance of vocational education policy at SMK Maharati, a vocational high school located in a disadvantaged (3T: frontier, outermost, and underdeveloped) region of Indonesia, using the Context–Input–Process–Product (CIPP) evaluation model. This study employed an evaluative mixed-methods approach and analyzed secondary data from four institutional stakeholder satisfaction reports involving educators, educational staff, students, parents, and industry partners (IDUKA) during the 2024/2025 academic year. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, Pearson correlation analysis, and regression analysis, while qualitative data were analyzed using thematic content analysis. The findings reveal a clear dichotomy between external and internal stakeholder satisfaction. Parents, students, and industry partners consistently reported high levels of satisfaction, particularly regarding student character, work ethic, and industry-relevant competencies. In contrast, educators and educational staff reported only moderate levels of satisfaction, with compensation and workload emerging as the primary sources of dissatisfaction. Statistical analysis confirmed a significant negative relationship between perceived workload and salary satisfaction, indicating structural weaknesses in human resource management. The study concluded that vocational education policy at SMK Maharati is externally effective yet internally fragile, relying heavily on the goodwill of educators rather than sustainable institutional systems. Integrated reforms in human resource management, workload management, and internal coordination are essential to ensure long-term sustainability of vocational education quality in disadvantaged regions.
A CIPP evaluation of the East Kalimantan dual track culinary arts program: Inter-school disparities and outcome convergence Stevanus Widuri Nursusanto; Putu Sudira; Septian Rahman Hakim; Nuryake Fajaryati; Robertus Vembry Mahartantyo
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.99971

Abstract

Senior high school (SMA) graduates remain the largest contributor to open unemployment in East Kalimantan Province, revealing a structural gap between general secondary education and labor-market demands. The provincial Dual Track Program in Culinary Arts integrates 120 hours of vocational training into the senior high school curriculum to address this challenge. This study provides the first province-wide evaluation of the program using the Context–Input–Process–Product (CIPP) framework. A quantitative cross-sectional census was conducted across all 39 implementing schools, involving 331 students and 52 trainers. Data were collected using content-validated questionnaires with excellent reliability and analyzed using JASP. The results indicate that Process is the strongest predictor of Product outcomes (β = .474), explaining a substantial proportion of variance (R² = .672), while Cohort II achieved significantly better implementation outcomes than Cohort I. Although schools differed significantly in Context, Input, and Process, student Product outcomes remained statistically comparable, suggesting that the program promotes relatively equitable learning outcomes despite disparities in school resources. This study contributes the first multivariate empirical evaluation of the East Kalimantan Dual Track Program and demonstrates the central role of implementation quality in achieving equitable vocational outcomes. The findings provide practical guidance for prioritizing trainer development and mentoring over additional equipment procurement and may inform vocational policy in regions facing similar educational and labor-market challenges.
Stakeholder perspectives on objectives-oriented evaluation of digital twin-based learning for industrial maintenance-troubleshooting: A qualitative evaluative study Erik Sudharta; Welly Kuswanto; Rahmatul Irfan; Septian Rahman Hakim
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.100059

Abstract

Digital twin-based learning is increasingly relevant in vocational technology education because it enables students to observe machine behavior, simulate industrial faults, and practice maintenance-troubleshooting in a safe and repeatable environment. However, its educational effectiveness cannot be judged solely by technological sophistication or visual realism. This study examines stakeholder perspectives on an objectives-oriented evaluation of digital twin-based learning for industrial maintenance-troubleshooting competence. Grounded in objectives-oriented evaluation, competence-based assessment, stakeholder-informed interpretation, and curriculum alignment, the study employed a qualitative evaluative design involving students, instructors, laboratory technicians, program managers, alumni, and industry representatives. Data were collected through interviews, focus group discussions, observations, document analysis, and digital learning-log analysis. The findings reveal four interrelated evaluation dimensions: objective clarity, learning alignment, assessment quality, and stakeholder usefulness. Digital twin-based learning was considered educationally meaningful when learning outcomes were translated into observable performance indicators, authentic industrial scenarios were validated by stakeholders, and students engaged in progressive diagnostic tasks supported by process-based assessment. Stakeholders also identified several implementation challenges, including instructor readiness, platform reliability, cognitive overload, limited sensory realism, and fragmented assessment practices. This study contributes a stakeholder-informed evaluative framework for digital twin-based learning and provides practical guidance for strengthening curriculum alignment, assessment quality, instructor preparation, and continuous improvement in vocational technology education.
BISINDO-based instructional videos in inclusive vocational welding learning: Preliminary evidence from a single-subject study Rochmad Novian Inderanata; Setuju Setuju; Dinar Westri Andini; Putu Sudira; Sutopo Sutopo; Septian Rahman Hakim; Esta Larossa; Paterson Nji Mbakwa
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100441

Abstract

This study examined within-participant changes in procedural understanding, practical welding skills, and learning engagement following the introduction of Indonesian Sign Language (BISINDO)-based instructional videos for a vocational high school student with hearing impairment. The study employed an A–B single-subject design comprising three baseline sessions and three intervention sessions. Outcomes were assessed using structured observation rubrics and converted to scores on a 0–100 scale. The participant was one student with hearing impairment enrolled in a basic welding course at a vocational high school. Data were collected through repeated observations across six learning sessions, consisting of three baseline sessions and three intervention sessions. The instruments included observation sheets assessing procedural understanding, practical welding skills, learning engagement, and intervention implementation. Data were analyzed using visual analysis across conditions and the Percentage of Non-overlapping Data (PND) to identify changes between the baseline and intervention phases. The results indicated positive within-participant changes across all observed variables following the introduction of BISINDO-based instructional videos. All intervention observations exceeded the highest baseline observations, resulting in a PND value of 100% for each outcome. However, these findings should be interpreted with caution due to the short duration of each phase and the absence of experimental replication. For the participant in this study, the introduction of BISINDO-based instructional videos was associated with higher observed scores in procedural understanding, practical welding skills, and learning engagement. Further research employing more rigorous single-case designs and involving additional participants is needed before broader conclusions can be drawn.
Co-Authors Anik Ghufron Aris Dianto Dafid Slamet Setiana Dinar Westri Andini Erik Sudharta Esta Larossa Gumpanat Boriboon Nuryake Fajaryati Paterson Nji Mbakwa Putu Sudira Rahmatul Irfan Robertus Vembry Mahartantyo Rochmad Novian Inderanata Setuju Setuju Stevanus Widuri Nursusanto Welly Kuswanto