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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Applied Engineering and Technological Science (JAETS) Mosharafa: Jurnal Pendidikan Matematika Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran
Andri Setiyawan
Johannes Kepler University Linz
Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Mathematics Other

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Metacognitive Scaffolding in Problem-Based Learning: A Pathway to Developing Higher-Order Thinking Skills Masta Hutajulu; Andri Setiyawan; Devi Nurul Yuspriyati
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3558

Abstract

Kemampuan Berpikir Tingkat Tinggi (HOTS) siswa dalam pembelajaran matematika masih rendah, khususnya pada kemampuan menganalisis, mengevaluasi, dan mencipta. Penelitian ini bertujuan menguji pengaruh Problem-Based Learning yang diperkaya dengan scaffolding metakognitif (PBL-MS) terhadap peningkatan HOTS siswa. Penelitian kuasi-eksperimental dengan desain pretest–posttest control group melibatkan 60 siswa kelas X SMA Negeri 15 Bandung yang dibagi ke dalam kelompok eksperimen (PBL-MS) dan kontrol (PBL). Data kemampuan HOTS dikumpulkan melalui tes tertulis berbentuk esai berdasarkan taksonomi Bloom revisi. Hasil penelitian menunjukkan bahwa peningkatan HOTS siswa pada kelompok PBL-MS berada pada kategori sedang (N-Gain = 0,51), sedangkan kelompok PBL berada pada kategori rendah (N-Gain = 0,30), dengan perbedaan yang signifikan (Sig. 2-tailed < 0,05). Temuan ini menunjukkan bahwa integrasi scaffolding metakognitif dalam PBL lebih efektif dalam meningkatkan kemampuan HOTS siswa. Students’ Higher-Order Thinking Skills (HOTS) in mathematics learning remain low, particularly in analyzing, evaluating, and creating skills, indicating the need for instructional strategies that can better support students’ thinking processes. This study aimed to examine the effect of Problem-Based Learning enriched with metacognitive scaffolding (PBL-MS) on improving students’ HOTS. A quasi-experimental study with a pretest–posttest control group design was conducted at SMA Negeri 15 Bandung, involving 60 tenth-grade students divided into an experimental group (PBL-MS) and a control group (PBL). HOTS data were collected using an essay-based written test developed based on the revised Bloom’s taxonomy, covering analyzing, evaluating, and creating indicators. The results showed that the improvement in HOTS of students taught using PBL-MS was in the moderate category (N-Gain = 0.51), while students taught using PBL alone achieved a low category (N-Gain = 0.30). Statistical analysis indicated a significant difference between the two groups (Sig. 2-tailed < 0.05). These findings indicate that integrating metacognitive scaffolding into Problem-Based Learning provides a stronger effect on improving students’ higher-order thinking skills.
Development and Effectiveness of a K3LH E-Module to Improve Learning Outcomes and Industrial Work Culture in Vocational Education Ahmad Anwar; Sudiyono; Sunyoto; Andri Setiyawan; Febrian Arif Budiman
Rekayasa Vol. 23 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rekayasa.v23i1.17296

Abstract

Occupational Health, Safety, Environment, and Industrial Work Culture learning in vocational schools is often constrained by limited interactive teaching materials, resulting in low student engagement and suboptimal learning outcomes. This condition highlights the urgent need for innovative digital learning resources that align with industrial demands and vocational student characteristics. This study aimed to design, develop, and evaluate the effectiveness of a K3LH E-Module for vocational education students. The research employed a Research and Development approach using the 4D development model, consisting of define, design, develop, and disseminate stages. The research subjects were 60 tenth-grade students of the Automotive Engineering program at Vocational High School in Semarang. Effectiveness testing was conducted at the classroom scale using an experimental group and a control group. Data were collected through expert validation sheets, practicality questionnaires, and pretest–posttest assessments. The results showed that the E-Module was highly feasible, with media expert validation reaching 89.5% and material expert validation 88.9%. Practicality testing indicated a very practical category with a score of 91.3%. Effectiveness analysis using N-Gain yielded a score of 58%, categorised as sufficiently effective. These findings demonstrate that the developed E-Module enhances student learning outcomes and promotes more active participation in K3LH learning. In conclusion, the K3LH E-Module is feasible, practical, and sufficiently effective for use as a digital learning resource in vocational education, with potential for further optimisation to improve learning gains.
3D modeling knowledge, perceived usefulness, and intention to use Shapr3D in vocational teacher education Basyirun Basyirun; Andri Setiyawan; Soeharto Soeharto; Daniel Jarvis; Jan Vaněk; Zsolt Lavicza
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.39294

Abstract

Although 3D modeling is increasingly promoted in technical and vocational education and training (TVET) teacher education, evidence on vocational pre-service teachers’ 3D modeling knowledge remains limited. Evidence on how this knowledge shapes their intention to use the tools in future teaching is also scarce. This study examined the relationships among 3D modeling knowledge (K3DM), perceived usefulness (PU), and behavioral intention (BI) to use the technology in vocational teacher education. Survey data were collected through purposive sampling from 157 vocational pre-service teachers across 13 teacher education institutions in Indonesia. The data were analyzed using descriptive statistics and covariance-based structural equation modeling (CB-SEM). Confirmatory factor analysis (CFA) indicated acceptable measurement properties, Chi-square (χ²) (101)=191.081, p
Developing Industry-Relevant Soft Skills Through Peer-Engaged Project Approach (PePA): A Vocational Education Perspective Tri Adi Prasetya; Sudji Munadi; Thomas Sukardi; Andri Setiyawan
Journal of Applied Engineering and Technological Science (JAETS) Vol. 7 No. 1 (2025): Journal of Applied Engineering and Technological Science (JAETS)
Publisher : Yayasan Riset dan Pengembangan Intelektual (YRPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37385/jaets.v7i1.7146

Abstract

The development of soft skills remains a critical challenge in vocational education, as the curriculum often prioritises technical competencies while neglecting systematic integration of interpersonal skills. This study aims to develop and evaluate the Peer-Engaged Project Application Model (PePA), a project-based learning framework designed to enhance communication, teamwork, and problem-solving through structured peer engagement. Employing a Research and Development (R&D) approach based on the ADDIE model, the research was conducted in the D4 Mechanical Engineering Program at Yogyakarta State University. The PePA model was tested on a group of 15 students in the Fabrication Construction Practices course. Data were collected through Likert-scale questionnaires, structured observations, and semi-structured interviews, and analysed using descriptive and inferential statistics, along with qualitative techniques. The implementation of PePA resulted in improved performance in soft skills, with average scores increasing from 3.03 to 3.65 (communication), 3.20 to 3.78 (teamwork), and 3.13 to 3.70 (problem-solving). The model was also rated as “very valid” by expert evaluators, with an average validation score ranging from 3.58 to 3.85. These findings suggest that PePA is a feasible and effective learning model for strengthening vocational students' soft skills in alignment with industry expectations. The model has potential applicability beyond engineering education and supports policy recommendations for integrating soft skills into vocational curricula.
Co-Authors Ahmad Anwar Basyirun Basyirun Budiman, Febrian Arif Daniel Jarvis Devi Nurul Yuspriyati Jan Vaněk Masta Hutajulu Soeharto Soeharto Sudiyono Sudji Munadi Sunyoto Thomas Sukardi Tri Adi Prasetya Zsolt Lavicza