Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Online Learning in Educational Research Journal of Vocational, Informatics and Computer Education
M. Miftach Fakhri
Universitas Pendidikan Indonesia, Indonesia
Computer Science & IT Education

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Fostering Personal Growth Through Self-Regulation: The Roles of Cognitive, Affective, and Motivational Feedback Andi Dio Nurul Awalia; Sanatang Sanatang; M. Miftach Fakhri; Kurnia Prima Putra; Pramudya Asoka Syukur; Soeharto Soeharto
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.v6i2.566

Abstract

Feedback plays a fundamental role in supporting students’ learning and personal development, yet previous studies have largely examined cognitive and affective feedback separately, providing limited understanding of how they jointly promote personal growth through self-regulation. This study investigated the relationships among cognitive feedback, affective feedback, motivation, self-regulation, and personal growth and understanding in higher education. A quantitative cross-sectional design was employed involving 450 university students, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings demonstrate that cognitive feedback, affective feedback, and learning motivation each make meaningful contributions to strengthening students’ self-regulation. In turn, self-regulation emerged as a key predictor of personal growth and deeper understanding while also serving as the mechanism through which feedback and motivation influence these outcomes. These findings underscore the importance of integrating cognitive and affective feedback practices to cultivate students’ motivation, strengthen self-regulated learning, and support holistic personal development. The study contributes an integrated feedback framework that highlights self-regulation as a central process linking instructional feedback to meaningful learning and personal growth in higher education
Mapping Workforce Skills for the Green Transition: A Systematic Literature Review and Identification of Skill Gaps Ari Kustiandi Ariffien; Dedi Rohendi; Yusep Sukrawan; M. Miftach Fakhri; M. Rafi Valliansyah
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.895

Abstract

Purpose - This study aims to identify the skills and competencies required by the workforce in the context of the green transition (RQ1), to conceptualize and categorize them within the existing literature (RQ2), and to identify skill gaps along with their implications for workforce development and TVET (RQ3). Method - A Systematic Literature Review (SLR) based on the PRISMA 2020 protocol was conducted through a search of the Scopus database (2023-2026). Staged selection by two independent reviewers produced adequate inter-rater reliability (Cohen's Kappa: k = 0.841 at the title stage; k = 0.722 at the abstract stage). Of 130 identified articles, 39 met the inclusion criteria. Thematic analysis using the framework method was applied with a four-dimension, 14-sub-category codebook. Findings - Coding produced 270 code occurrences across 39 articles (average 6.92 codes per article). Adaptability and Lifelong Learning (TR-02) was the most dominant code (94.9%), surpassing technical renewable energy skills (74.4%). Six gap typologies were identified: quantitative, qualitative, spatial, temporal, institutional, and inclusion. Research Implications - The use of a single database (Scopus) and the restriction to English-language publications should be considered when interpreting the findings. Generalization is limited to the context of the 2023-2026 literature reviewed. Originality - This study proposes a four-dimensional taxonomy (Technical, Transversal, Digital-Green, Managerial) as an empirically operationalized bridging framework that integrates and reorganizes prior green skills frameworks for cross-study comparison, and produces a six-gap typology as a diagnostic tool for TVET policy designers, particularly in developing country contexts.
Co-Authors Andi Dio Nurul Awalia Ari Kustiandi Ariffien Dedi Rohendi Kurnia Prima Putra M. Rafi Valliansyah Pramudya Asoka Syukur Sanatang Sanatang Soeharto Soeharto Sukrawan, Yusep