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All Journal Momentum: Physics Education Journal Eduvest - Journal of Universal Studies
Fitriyana Fitriyana
Universitas Negeri Malang, Indonesia
Aerospace Engineering Computer Science & IT Health Professions Neuroscience Physics Social Sciences

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Transformation of Vocational Learning Through Augmented Reality: An Innovative Concept for Strengthening Visual Skills in Culinary Vocational Schools Fitriyana Fitriyana; Didik Nurhadi
Eduvest - Journal of Universal Studies Vol. 5 No. 11 (2025): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v5i11.52324

Abstract

The development of digital technology in the era of the Industrial Revolution 4.0 requires vocational education to adapt to more interactive, contextual, and competency-based learning approaches. This study addresses critical challenges in Culinary Vocational High Schools (SMK), where students demonstrate low visual-spatial skills in understanding complex culinary techniques such as precision cutting, artistic plating, and creative decorating. This article proposes the concept of Augmented Reality (AR)-based learning as a vocational education transformation strategy that integrates digital learning experiences with real-world practices. The study employs a comprehensive conceptual analysis methodology, synthesizing theoretical frameworks from the Cognitive Theory of Multimedia Learning and Experiential Learning Theory with contemporary research on AR applications in vocational education published between 2020 and 2025. The proposed conceptual model, AR-based Experiential Culinary Learning (ARECL), combines the principles of the Cognitive Theory of Multimedia Learning and Experiential Learning Theory to create an immersive, collaborative, and hands-on experience-based learning process. Through this integrated theoretical approach, the ARECL model is expected to significantly enhance students' visual-spatial competencies, increase intrinsic learning motivation through interactive engagement, strengthen procedural skill development, and establish an adaptive vocational learning ecosystem that effectively prepares students for the dynamic challenges of the modern culinary industry. The implications of this conceptual framework extend to curriculum development, teacher professional development programs, and strategic industry-education partnerships that can collectively transform vocational education delivery in the digital age.
“Physics Club” program to strengthen high school students’ physics identity Fitriyana Fitriyana; Nuril Munfaridah; Nandang Mufti; Sidik Al Kahfi
Momentum: Physics Education Journal Vol. 9 No. 2 (2025)
Publisher : Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/mpej.v9i2.12099

Abstract

Students often struggle to identify and position themselves in physics class which is known as the conceptualization of physics identity. One of the contributing factors is the limited learning environment that fosters engagement and a sense of belonging in physics. This study aims to develop, validate, and test the practicality of physics learning tools in a non-formal context, specifically through a physics club. The research employs the Research and Development (R&D) design with the 4D model (Define, Design, Develop, and Disseminate). The instruments were validity and practicality questionnaires. The content validity was assessed by two experts: one physics lecturer and one physics teacher. In addition, the practicality testing involved one physics teacher and 36 students from Laboratory Senior High School UM (Universitas Negeri Malang). Data were analyzed through descriptive statistic by presenting the percentage of the validity and the aspect of practicality. The developed products include a physics club program book, a physics club activity module, and a physics club material book. The validity results showed that the program content achieved 94% (highly valid), the media and material validity of the physics club activity module scored 81% and 89% respectively (highly valid), and the media and material validity of the physics club material book scored 89% and 91% (highly valid). Practicality tests by teachers and students yielded scores of 97% (highly practical) and 77% (practical), respectively. Based on these results, the physics club learning tools are declared valid and practical for use in order to strengthen students’ physics identity.
Co-Authors Didik Nurhadi Nandang Mufti Nuril Munfaridah, Nuril Sidik Al Kahfi