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All Journal Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Kadek Rihendra Dantes
Universitas Pendidikan Ganesha, Singaraja, Bali, Indonesia
Education

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Evaluasi komprehensif program sertifikasi kompetensi instalasi listrik menggunakan model CIPP I Gusti Made Dharmayanthi; Kadek Rihendra Dantes; Ni Luh Gede Erni Sulindawati
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526733

Abstract

Competency certification programs in vocational education play a strategic role in ensuring graduates’ workforce readiness. However, their effectiveness is rarely examined through a comprehensive evaluation framework. This study aims to evaluate the effectiveness of an electrical installation competency certification program using the Context, Input, Process, and Product (CIPP) model. A program evaluation design with a descriptive quantitative approach was employed, involving 46 graduates of an electrical installation program in 2025. Data were collected through a Likert-scale questionnaire and analyzed using descriptive quantitative statistical methods. The findings indicate that the program was rated effective across all four CIPP dimensions context, input, process, and product with the overall evaluation categorized as highly effective. These results suggest that, structurally and procedurally, the certification program has been implemented in alignment with established evaluation criteria. Nevertheless, several strategic challenges were identified, including limited alignment with current technological developments, low graduate absorption in industry, resource constraints, and limited external recognition of the certification outcomes. Although the program demonstrates strong internal effectiveness, strengthening industry alignment and enhancing the external credibility of certification are essential to ensure meaningful contributions to graduate employability. This study contributes to the discourse on vocational competency assessment by highlighting the importance of integrating internal program quality with external labor market relevance.
Pembelajaran berbasis proyek dan prestasi siswa dalam pendidikan kewarganegaraan: mengubah pendekatan pendidikan moral melalui pedagogi autentik Luh Made Rismayati; I Made Yudana; Kadek Rihendra Dantes
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 11 No. 2 (2025): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202526734

Abstract

Citizenship and moral education face persistent global challenges, particularly in vocational secondary schools where students tend to prefer practical and contextualized learning experiences over abstract and teacher-centered instruction. Within this broader concern, the effectiveness of innovative pedagogical models in improving learning outcomes in citizenship education remains an important empirical question. This study examines the impact of Project-Based Learning (PjBL) on student achievement in Pancasila (citizenship) education. A quantitative approach employing a quasi-experimental pretest–posttest control group design was used. The participants consisted of two Grade X classes in an Indonesian vocational school: an experimental group receiving instruction through Project-Based Learning and a control group experiencing conventional teacher-centered instruction. Learning achievement data were collected using standardized achievement tests and analyzed through inferential statistical techniques to determine the significance of differences between groups. The findings indicate a statistically significant difference in posttest scores between students exposed to Project-Based Learning and those receiving conventional instruction, with the experimental group demonstrating higher learning achievement. These results provide empirical support for the instructional value of project-based pedagogies in citizenship education contexts, particularly within vocational settings that require more contextual and participatory approaches. This study contributes to the growing body of research on innovative pedagogy in moral and citizenship education by offering quasi-experimental evidence of Project-Based Learning’s effectiveness in enhancing academic achievement. The findings have broader implications for rethinking instructional strategies in citizenship education, especially in educational contexts seeking to bridge moral theory with authentic and practice-oriented learning experiences.
Co-Authors I Gusti Made Dharmayanthi I Made Yudana Luh Made Rismayati Ni Luh Gede Erni Sulindawati