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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Environment and Sustainability Education Gateway for Understanding Research in Education
Cica Yulia
Universitas Pendidikan Indonesia, Indonesia
Chemistry Education Environmental Science Physics Other

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Technology Education Transformation of Education Technology 5.0 through 360-Based Digital Modules for Tourism Vocational Schools in Bandung City: English Suwandi Andreas; Cica Yulia; Ade Gaffar Abdullah; Rini Andari; Nadhia Maesari
Gateway for Understanding Research in Education Vol. 2 No. 02 (2026): November, 2026
Publisher : CV. Get Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69855/guru.v2i02.559

Abstract

The concept of Digital Education 5.0 in tourism education emphasizes the integration of scientific and technological innovations to create an effective, interactive, and future-oriented learning environment. This study aims to examine the role of Digital Education 5.0 transformation through the incorporation of science and technology innovations, particularly in Tourism Vocational Schools. A qualitative approach was employed using literature review, interviews, and observation methods. Data were collected from relevant academic sources, interview results, and field observations to develop a comprehensive understanding of Digital Education 5.0 and its application in tourism vocational education. The participants in this study consisted of 100 students from Tourism Vocational Schools. Data analysis was conducted using descriptive and verification techniques to systematically interpret the findings. The results indicate that the implementation of Digital Education 5.0 provides significant opportunities to improve teaching and learning processes. The integration of advanced technologies such as artificial intelligence, virtual reality, and the Internet of Things supports the development of a technology-based learning ecosystem that enhances students’ motivation, engagement, and participation. Furthermore, innovative pedagogical approaches, including flipped classroom, blended learning, and personalized learning, enable educators to deliver learning materials in more flexible and engaging ways while fostering effective collaboration between teachers and students. However, the transition toward Digital Education 5.0 also presents challenges related to technological readiness and the need for continuous capacity building for both teachers and students.
Pedagogical brokering for STEM integration: Beyond partnership intensity in industry-school project-based learning Yudi Wahyudi; Ana Ana; Isma Widiaty; Cica Yulia
Journal of Environment and Sustainability Education Vol. 4 No. 2 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i2.222

Abstract

The assumption that more frequent industry involvement leads to higher-quality STEM-integrated learning has positioned industry–school collaboration as a key component of vocational education. This study critically examines this linear assumption by revealing a paradoxical empirical trend using a convergent mixed-methods approach, focusing on how vocational teachers broker STEM competency development across institutional boundaries. Quantitative results show that Project-Based Learning (PjBL) efficacy (M = 9.11, SD = 1.40; 82.7%) and partnership quality (M = 9.53, SD = 1.01) are both high. However, their relationship is weak and not statistically significant (r = 0.044, p = 0.918), indicating that stronger partnerships do not necessarily improve learning outcomes. Data were collected from 200 students and 40 stakeholders in eight public vocational high schools in Bandung, Indonesia. Qualitative data included 34 hours of observations, interviews with 24 key informants, and document analysis. Reflexive thematic analysis identified three partnership models: Minimal Direct Involvement, Periodic Evaluation, and Intensive Integrated, each capable of supporting effective PjBL and contextualized STEM learning. Vocational teachers act as pedagogical brokers by translating industry standards into learning objectives, scaffolding application, designing authentic STEM tasks, and facilitating meaning-making. These mechanisms can partially substitute direct industry involvement. Findings show that integrated STEM competency development depends more on pedagogical mediation quality than partnership intensity. Document analysis also reveals a gap between formal partnership agreements and their implementation in practice.
Co-Authors Ade Gaffar Abdullah Ana Ana Isma Widiaty Nadhia Maesari Rini Andari Suwandi Andreas Yudi Wahyudi