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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Arvieka Sabilla Putri Setiadi
Universitas Negeri Malang, Malang, Jawa Timur, Indonesia
Education Social Sciences Other

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EVALUATING INDUSTRIAL WORK PRACTICE IN TVET: A MULTI-SITE KIRKPATRICK EVALUATION OF MOTORCYCLE ENGINEERING PROGRAMS IN INDONESIAN VOCATIONAL SCHOOLS Yuda Prasetia; Widiyanti Widiyanti; Yoto Yoto; Arvieka Sabilla Putri Setiadi
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9056

Abstract

Industrial Work Practice (PKL) is a core component of vocational education aimed at improving learners’ work readiness through learning experiences in the industrial world. However, previous studies have typically assessed Industrial Work Practice in isolation, focusing on participant satisfaction, competency gains, or graduate employment without offering a comprehensive evaluation across all levels of Kirkpatrick’s framework. This study aims to evaluate the effectiveness of Industrial Work Practice in the Motorcycle Engineering Skill Program at Vocational Schools using the Kirkpatrick Four-Level Evaluation Model. The study used a qualitative approach with a multi-case study design at two Vocational Schools in Indonesia. Data were collected through in-depth interviews, structured observation, and document analysis involving alumni, supervising teachers, industry supervisors, workshop heads, and school management. Data analysis was conducted using the Miles and Huberman interactive model, while data validity was ensured through triangulation, member checking, and peer debriefing. The findings reveal that Industrial Work Practice is effective at all four levels of Kirkpatrick evaluation. The program provides authentic learning experiences that improve technical and professional competence, encourage behavioral change in the form of increased discipline, responsibility, and communication skills, and strengthen school-industry partnerships and graduate work readiness. Nevertheless, the evaluation system and feedback mechanism for Industrial Work Practice are still not optimally structured. This study’s novelty lies in the comprehensive application of the Kirkpatrick Evaluation Model through a qualitative multi-case approach, producing empirical evidence that supports the development of the Industrial Work Practice evaluation system and the strengthening of school-industry partnerships in vocational education.
MOVING CLASS AS A LEARNING ENVIRONMENT INNOVATION IN VOCATIONAL EDUCATION: EVIDENCE FROM TWO INDONESIAN VOCATIONAL SCHOOLS Fatma Rosanti; Widiyanti Widiyanti; Nunung Nurjanah; Arvieka Sabilla Putri Setiadi
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9060

Abstract

The Moving Class System is one of the learning environment innovations that has the potential to improve the quality of learning in Vocational High Schools (SMK), but its implementation in the context of vocational education in Indonesia has not been comprehensively studied. This study aims to analyze the planning process, implementation, supporting and inhibiting factors, and the impact of Moving Class implementation on student learning motivation, teacher professionalism, and facilities and infrastructure management. The study used a qualitative multi-site case study approach at two SMKs in East Java, namely SMK Islam 2 Wlingi and SMK Unggulan NU Mojoagung. Data were collected through in-depth interviews with 22 participants, observation, and document analysis, then analyzed using the interactive model of Miles and Huberman through within-site and cross-site analysis. The results identified four main themes, namely system planning, Moving Class implementation, supporting and inhibiting factors, and their impact on students, teachers, and institutions. Moving Class implementation was proven to increase student learning motivation, strengthen teacher professionalism, and optimize the use and management of school facilities and infrastructure when supported by strong leadership and integrated planning. The novelty of this study lies in the Integrated Moving Class Management Model (IMCM), which combines strategic leadership, integrated planning, dynamic implementation, and pedagogical as well as institutional outcomes in vocational education. These findings provide practical implications as a reference for schools and policy makers in designing more systematic Moving Class implementation to improve the quality of learning and the effectiveness of vocational education management
Co-Authors Fatma Rosanti Nunung Nurjanah Widiyanti Widiyanti Yoto Yoto Yuda Prasetia