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All Journal Klasikal: Journal of Education, Language Teaching and Science
Adji Putra Abriantoro
Building Engineering Education, Faculty of Engineering, Universitas Negeri Jakarta, Jakarta, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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NAVIGATING INDUSTRIAL DISRUPTION: A WORKFORCE-READINESS FRAMEWORK FOR INDONESIAN VOCATIONAL EDUCATION Daniel Jesayanto Jaya; Santoso Sri Handoyo; R. Eka Murtinugraha; Riyan Arthur; M. Agphin Ramadhan; Shilmi Arifah; Ansheila Rusyda Subiyantari; Rahmi Aulia; Adji Putra Abriantoro; Yehuda Baruch
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 8 No 2 (2026): Klasikal: Journal of Education, Language Teaching and Science (In Progress)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v8i2.1894

Abstract

Digitalization, automation, artificial intelligence, and the green transition are reconfiguring tasks faster than many vocational curricula can respond. This integrative literature review examines how Indonesian vocational education, particularly vocational high schools (SMK), can strengthen graduate readiness amid industrial disruption. The review purposively combines foundational scholarship, peer-reviewed studies, Indonesian policy documents, labour-market statistics, and reports from international organizations published between 1998 and July 2026. Sources were compared through a thematic matrix covering labour-market change, competency requirements, school-industry alignment, work-based learning, and implementation conditions. The synthesis shows that disruption should be understood as task and skill reconfiguration rather than job elimination alone. Persistent transition difficulties among SMK graduates reflect not only curriculum gaps but also uneven employer participation, instructor capability, equipment access, regional opportunity structures, and weak feedback from graduate outcomes. A workforce-readiness framework is proposed around five connected pillars: anticipatory curriculum intelligence, hybrid technical and transferable competencies, authentic work-based learning, co-governance with industry, and outcome-based quality assurance. The review concludes that link and match becomes effective only when it moves from ceremonial cooperation to shared decisions, resources, assessment, and accountability. This framework provides actionable directions for schools, industry, and government while recognizing the need for context-sensitive and equitable implementation.
Co-Authors Ansheila Rusyda Subiyantari Daniel Jesayanto Jaya M. Agphin Ramadhan R. Eka Murtinugraha Rahmi Aulia Riyan Arthur Santoso Sri Handoyo Shilmi Arifah Yehuda Baruch