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All Journal Journal of Advanced Sciences and Mathematics Education Online Learning in Educational Research
Anak Agung Istri Putera Widiastiti
Institut Pariwisata dan Bisnis International, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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AI-Driven assessment of heritage competencies in balinese tourism vet schools: Resolving the tension between digital acceleration and cultural conservation Gusti Ayu Dessy Sugiharni; Putu Herny Susanti; Putu Sabda Jayendra; Anak Agung Istri Putera Widiastiti; Firlie Lanovia Amir
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1245

Abstract

Background: The educational tension in vocational schools for tourism in Bali is specific.  The digitalisation of assessment often conflicts with the preservation of locally valued service competencies embedded in the Balinese Hindu pedagogy of Samskara (ingrained habits), Cesta (volitional effort) and Kriya (embodied skills). At present, no validated assessment tool can measure all three constructs simultaneously. Aims: This study develops and validates an AI-driven e-assessment instrument for them among Balinese tourism VET students. The novelty lies in operationalising culturally embedded competencies rather than generic digital skills. Methods: It utilised a sequential mixed-methods design. Phase 1: Conduct ten semi-structured interviews with experts on culture and education to generate measurable indicators. Phase 2: Development of a 48-item AI platform for assessment using natural language processing, affective computing and computer vision. Phase 3: Pilot with 320 Grade XI learners from three schools with varying degrees of digital infrastructure. Result: Internal consistency was acceptable (Cronbach’s α = 0.89, 0.87, 0.91). Confirmatory factor analysis supported the three-factor structure (CFI=0.94, RMSEA=0.058). Across all three competences, students in moderately digitised schools outperformed students in low and highly digitised schools (p < .01, Cohen’s d = 1.46–2.48). The quadratic regression analysis showed a negative quadratic coefficient which suggests an inverted-U relationship or the best heritage competency outcomes. Conclusion: AI-driven assessment can validly measure culture-specific competencies in tourism VET. The inverted-U pattern supports the notion of a “smart tourism heritage tension” rather than confirming a paradox. Caution is warranted regarding generalizability, cross-sectional design, and potential algorithmic bias.
Tattwa-SPR: A Culturally Responsive Digital Formative Assessment Framework for Vocational Education Gusti Ayu Dessy Sugiharni; Putu Sabda Jayendra; Anak Agung Istri Putera Widiastiti
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1205

Abstract

Vocational education continues to face challenges in connecting applied mathematics with workplace competencies while systematically incorporating local cultural values into authentic assessment. Although digital assessment has advanced formative feedback practices, few studies have developed culturally responsive assessment systems that simultaneously integrate vocational competencies, mathematical reasoning, and indigenous values within a unified assessment framework. This study developed and validated Tattwa-SPR, a culturally responsive digital assessment framework that integrates applied mathematics, food and beverage (F&B) competencies, and Balinese Tattwa values through a Single-Point Rubric to support formative assessment in vocational education. Employing the Borg and Gall research and development framework, the study involved needs analysis, collaborative prototype design, expert validation, and limited classroom implementation in a vocational high school in Denpasar, Bali, Indonesia. Data were collected through interviews, focus group discussions, expert validation, classroom observations, and user practicality questionnaires. The findings demonstrate that the framework achieved high content validity and practical usability while enabling the systematic translation of abstract cultural values into observable assessment indicators. The digital platform also streamlined teacher feedback through automated reporting and encouraged students to engage independently with personalized performance dashboards, promoting greater self-regulation during learning. This study extends the literature on culturally responsive assessment by demonstrating how indigenous values, vocational competencies, and applied mathematics can be integrated within a digital formative assessment framework. The proposed model offers a transferable approach for designing authentic digital assessment systems that strengthen feedback quality, learner autonomy, and culturally responsive vocational education across diverse educational contexts.
Co-Authors Firlie Lanovia Amir Gusti Ayu Dessy Sugiharni Putu Herny Susanti Putu Sabda Jayendra