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All Journal Jurnal Pendidikan Vokasi Jurnal Pendidikan Teknik Mesin
Rochmad Novian Inderanata
Universitas Negeri Yogyakarta
Automotive Engineering Education Engineering Mechanical Engineering Other

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Mobile microlearning with repeated short video access: Effects on vocational skill retention Putu Sudira; Rochmad Novian Inderanata; Slamet Widodo; Wagiran Wagiran; Sendi Tiyas Aryani
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.v15i3.95712

Abstract

This study examined whether mobile microlearning that enabled repeated access to short, SOP-anchored instructional videos improved vocational skill retention compared with conventional practice instruction. A quasi-experimental pretest–posttest–delayed posttest design was implemented with 80 undergraduate students in a practice-based course (experimental n = 40; control n = 40). The experimental group learned through segmented microlearning videos (2–6 minutes) aligned with procedural steps, safety checkpoints, and quality criteria, accessible via mobile devices for rewatching before and after workshop practice. The control group received conventional instruction through instructor demonstration and job-sheet guidance without structured video re-access. Data were collected using a validated SOP-aligned practical performance rubric, a procedural knowledge test, and an observation sheet documenting procedural errors and task completion time; perceived cognitive load was measured using a brief rating scale. Content validity was established through expert judgment and instrument refinement, and reliability was supported through inter-rater agreement for performance scoring and internal consistency for test and scale measures. Data were analyzed using descriptive statistics, Shapiro–Wilk normality tests, Levene’s homogeneity tests, and independent-samples t-tests to compare groups at pretest (baseline equivalence), posttest (immediate outcomes), and delayed posttest (retention outcomes). The results indicated that the experimental group achieved significantly higher delayed practical performance and procedural knowledge than the control group, with fewer procedural errors and faster completion time. These findings suggest that rewatchable SOP-based mobile microlearning can strengthen durable procedural competence in vocational practice settings. This study contributes empirical evidence to vocational education literature by demonstrating that structured, rewatchable SOP-based microlearning enhances durable procedural competence.
PERAN AGENTIC AI DALAM TRANSFORMASI PENDIDIKAN VOKASIONAL: SEBUAH SCOPING REVIEW Rochmad Novian Inderanata; Tuti Purwaningsih
Jurnal Pendidikan Teknik Mesin Vol. 13 No. 1 (2026): Jurnal Pendidikan Teknik Mesin
Publisher : Program Studi Pendidikan Teknik Mesin Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwiajaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jptm.v13i1.425

Abstract

Penelitian ini bertujuan memetakan perkembangan, peran, peluang, dan tantangan Agentic Artificial Intelligence (Agentic AI) dalam transformasi pembelajaran vokasional, sekaligus merumuskan kerangka konseptual implementasinya. Kajian ini menggunakan metode scoping review yang mengikuti pedoman PRISMA-ScR. Penelusuran literatur dilakukan melalui Scopus dan Google Scholar menggunakan empat kelompok kata kunci pada publikasi periode 2020–2026. Dari 439 rekaman yang teridentifikasi, sebanyak 24 artikel memenuhi kriteria inklusi setelah melalui proses deduplikasi, penyaringan judul dan abstrak, serta penilaian teks lengkap. Data dianalisis secara deskriptif dan tematik. Hasil kajian menunjukkan peningkatan publikasi yang signifikan pada 2025–2026 serta mengidentifikasi delapan peran utama Agentic AI, yaitu perencanaan dan orkestrasi pembelajaran, pendampingan dan personalisasi, praktik dan simulasi, kolaborasi dan proyek, asesmen dan analitik, dukungan afektif, pembelajaran kerja dan karier, serta tata kelola. Agentic AI berpotensi meningkatkan personalisasi, kualitas pembelajaran praktik, kecepatan umpan balik, dan efisiensi pendidik. Namun, penerapannya menghadirkan risiko terkait akurasi teknis, keselamatan, privasi, bias, ketergantungan, dan berkurangnya agensi peserta didik. Kajian ini menghasilkan Agentic AI for Technical and Vocational Learning Framework (AATV-LF), yang menempatkan pendidik, validasi ahli, dan keselamatan sebagai unsur pengendali utama.
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 Larosa; 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 Dinar Westri Andini Larosa, Esta Paterson Nji Mbakwa Putu Sudira Sendi Tiyas Aryani Septian Rahman Hakim Setuju Setuju Slamet Widodo Tuti Purwaningsih Wagiran