Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal IJECA (International Journal of Education and Curriculum Application)
Muhammad Aris Ichwanto
Vocational Education, Postgraduate School, State University of Malang
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PBET Learning Strategies in Vocational Education: Linking Journalism Education and Digital Business Amir Rofiudin; Luhur Adi Prasetya; Salsabila Thifal Nabil Haq; Muhammad Aris Ichwanto; Arvendo Mahardika
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28475

Abstract

Vocational education plays a crucial role in preparing students for the workforce, particularly in journalism and digital business. This study examines the implementation of Project-Based Education and Training (PBET) in an industrial internship (PKL) at PT Kreasi Ngalam Media and evaluates its impact on vocational high school students' competencies using SWOT analysis. Data were collected through a Likert-scale questionnaire to measure students’ perceptions and open-ended questions to gather qualitative insights. The analysis categorized responses into strengths, weaknesses, opportunities, and threats, followed by descriptive statistical analysis to determine the average score for each component. The results show that strengths (2.21) and opportunities (2.16) significantly outweigh weaknesses (1.1) and threats (1.07), indicating PBET’s effectiveness in enhancing students’ industry adaptability and hands-on experience. A strengths-opportunities (SO) score of 4.37 reinforces its potential to develop relevant vocational skills. However, lower scores in weaknesses and threats highlight ongoing challenges, particularly in bridging the gap between school-based theory and industry practices. To address this, the study recommends structured hands-on training, stronger industry mentorship, and improved school-industry collaboration, ensuring that students acquire practical competencies aligned with industry demands. These recommendations are directly based on the SWOT findings, emphasizing the need for real-world application within PBET to optimize vocational education outcomes and prepare students for the digital workforce.  Vocational education plays a crucial role in preparing students for the workforce, particularly in journalism and digital business. This study examines the implementation of Project-Based Education and Training (PBET) in an industrial internship (PKL) at PT Kreasi Ngalam Media and evaluates its impact on vocational high school students' competencies using SWOT analysis. Data were collected through a Likert-scale questionnaire to measure students’ perceptions and open-ended questions to gather qualitative insights. The analysis categorized responses into strengths, weaknesses, opportunities, and threats, followed by descriptive statistical analysis to determine the average score for each component. The results show that strengths (2.21) and opportunities (2.16) significantly outweigh weaknesses (1.1) and threats (1.07), indicating PBET’s effectiveness in enhancing students’ industry adaptability and hands-on experience. A strengths-opportunities (SO) score of 4.37 reinforces its potential to develop relevant vocational skills. However, lower scores in weaknesses and threats highlight ongoing challenges, particularly in bridging the gap between school-based theory and industry practices. To address this, the study recommends structured hands-on training, stronger industry mentorship, and improved school-industry collaboration, ensuring that students acquire practical competencies aligned with industry demands. These recommendations are directly based on the SWOT findings, emphasizing the need for real-world application within PBET to optimize vocational education outcomes and prepare students for the digital workforce.
Integration of SOLE-Based Progressive Web Apps: Trends and Empirical Insights for Critical Thinking in Education Amir Rofiudin; Hakkun Elmunsyah; Muhammad Aris Ichwanto
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 3 (2025): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i3.34429

Abstract

Digital education expands rapidly, yet research on Progressive Web Apps (PWA) and Self-Organized Learning Environments (SOLE) often proceeds separately, obscuring how integration with standardized critical-thinking measures improves learning. This review addresses that gap by synthesizing evidence, specifying how PWA affordances scaffold SOLE processes, and offering guidance for practice and policy. A Systematic Literature Review (SPAR-4-SLR) was conducted. Searches in Scopus, SINTA, and Google Scholar covered 2020–2025 using Boolean strings (PWA and SOLE and “critical thinking”). Inclusion targeted peer-reviewed studies in formal education reporting learning or critical-thinking outcomes; screening followed PRISMA 2020. Instruments comprised a four-criterion Likert quality appraisal (objectives clarity, methodological appropriateness, data quality and completeness, educational relevance; cutoff ≥ 12), a standardized data-extraction form, and NVivo 12 for thematic analysis with calibration and inter-rater agreement (Cohen’s κ ≥ 0.70). Twenty-five studies were included. Results show 32% focused on PWA (flexibility, motivation, project-based engagement), 40% on SOLE (independence, collaboration, inquiry), and 28% on integrated approaches indicating potential for adaptive, participatory, contextual ecosystems, although instruments are heterogeneous and causal designs limited. Theoretically, the review specifies a technology–pedagogy alignment that maps offline access, installability, responsiveness, and notifications to SOLE phases and core critical-thinking dimensions. Practically, it recommends a design checklist for educators, rubric and outcome alignment for curriculum developers, and policies prioritizing device access, reliable connectivity with offline options, lightweight authentication, and professional development for SOLE facilitation.
Application of Clo3d Technology in Fashion Vocational Education in Vocational Schools: A Systematic Literature Review Irva Widiyawati; Luhur Adi Prasetya; Anisa Permataningtyas; Didik Nurhadi; Nurul Hidayati; Muhammad Aris Ichwanto
IJECA (International Journal of Education and Curriculum Application) Vol 7, No 3 (2024): December
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v7i3.26216

Abstract

This study evaluates the implementation of Clo3D technology in fashion vocational education, focusing on its benefits, challenges, and practical implications. The research employed a Systematic Literature Review (SLR) method, following PRISMA guidelines to assess relevant studies on Clo3D usage in educational contexts. Data analysis involved thematic analysis to identify key trends and outcomes from the selected literature. The results reveal that Clo3D significantly enhances student creativity, leading to a 23% increase in design diversity, and reduces material waste by 35-40%, promoting sustainable design practices. However, the research also identified critical challenges, such as inadequate infrastructure in over 60% of vocational schools and a lack of teacher preparedness, with 70% of teachers reporting insufficient training. To address these challenges, this study suggests strategic investment in technology infrastructure, comprehensive teacher training programs, gradual curriculum integration, and enhanced collaboration with the fashion industry. The novelty of this research lies in providing a concrete framework for improving Clo3D adoption in vocational education, offering insights into how schools and policymakers can bridge gaps in technology access and prepare students for industry demands. 
Co-Authors Amir Rofiudin Anisa Permataningtyas Arvendo Mahardika Didik Nurhadi Hakkun Elmunsyah Irva Widiyawati Luhur Adi Prasetya Nurul Hidayati Salsabila Thifal Nabil Haq