Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Toni Kurrokhmat
Unknown Affiliation
Education

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Digital Maestros: Dissecting the Seven Crucial Dimensions of Digital Literacy Competencies for Vocational Teachers' Digital Creativity Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.1

Abstract

Digital transformation in vocational education requires a reconceptualization of teacher competencies, but a comprehensive understanding of digital creativity literacy competencies is still limited. This study aims to analyze the conceptualization of digital creativity literacy competencies in the context of vocational education, identify the main dimensions that shape them, and explore effective development models to improve these competencies in vocational teachers. A systematic literature review (SLR) was conducted on 12 recent publications (2023-2025) from the Scopus database using the PRISMA approach with strict inclusion and exclusion criteria. The results of the analysis reveal the evolution of the concept from a technocentric understanding to a multidimensional construct that integrates technical, creative, and pedagogical aspects. Seven competency dimensions were identified, including technical/operational (92%), creative/production (100%), pedagogical (100%), critical/evaluative (83%), social/collaborative (75%), ethical/responsibility (67%), and cultural/contextual (58%), which vary significantly between vocational fields (engineering, business, health). Four competency development models were identified (Spiral, Ecosystem, Modular, Project-based), with practice-based and contextual approaches proving to be the most effective. The study contributes by providing a comprehensive framework to inform education policy, the development of vocational teacher education curricula, and differential professional improvement programs according to the specific context of the vocational field.
From Technology-Driven Engagement to Learning Effectiveness: A Systematic Literature Review of Mobile Learning in Higher Education Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.14

Abstract

This study aims to explore student interest, satisfaction, effectiveness, and the supporting factors and challenges of mobile learning in higher education. Using the Systematic Literature Review (SLR) method with the PRISMA strategy, it analyzes articles published between 2015-2025 from Scopus, Science Direct, Taylor and Francis, and Eric. The keywords included “mobile learning”, “m-learning”, “android-based”, and “higher education”. Out of 1,919 articles found, 42 met the inclusion and exclusion criteria for analysis. Findings reveal that student interest in mobile learning grows with technological advancements. Students are generally satisfied with the user-friendly interface, and most find m-learning effective for education. Key success factors include engaging and relevant content design. However, challenges such as data security, privacy, and integration into formal curricula persist. Further research is needed to examine the availability of supportive technology in educational institutions to enhance mobile learning experiences.  
Digital Maestros: Dissecting the Seven Crucial Dimensions of Digital Literacy Competencies for Vocational Teachers' Digital Creativity Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.1

Abstract

Digital transformation in vocational education requires a reconceptualization of teacher competencies, but a comprehensive understanding of digital creativity literacy competencies is still limited. This study aims to analyze the conceptualization of digital creativity literacy competencies in the context of vocational education, identify the main dimensions that shape them, and explore effective development models to improve these competencies in vocational teachers. A systematic literature review (SLR) was conducted on 12 recent publications (2023-2025) from the Scopus database using the PRISMA approach with strict inclusion and exclusion criteria. The results of the analysis reveal the evolution of the concept from a technocentric understanding to a multidimensional construct that integrates technical, creative, and pedagogical aspects. Seven competency dimensions were identified, including technical/operational (92%), creative/production (100%), pedagogical (100%), critical/evaluative (83%), social/collaborative (75%), ethical/responsibility (67%), and cultural/contextual (58%), which vary significantly between vocational fields (engineering, business, health). Four competency development models were identified (Spiral, Ecosystem, Modular, Project-based), with practice-based and contextual approaches proving to be the most effective. The study contributes by providing a comprehensive framework to inform education policy, the development of vocational teacher education curricula, and differential professional improvement programs according to the specific context of the vocational field.
From Technology-Driven Engagement to Learning Effectiveness: A Systematic Literature Review of Mobile Learning in Higher Education Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.14

Abstract

This study aims to explore student interest, satisfaction, effectiveness, and the supporting factors and challenges of mobile learning in higher education. Using the Systematic Literature Review (SLR) method with the PRISMA strategy, it analyzes articles published between 2015-2025 from Scopus, Science Direct, Taylor and Francis, and Eric. The keywords included “mobile learning”, “m-learning”, “android-based”, and “higher education”. Out of 1,919 articles found, 42 met the inclusion and exclusion criteria for analysis. Findings reveal that student interest in mobile learning grows with technological advancements. Students are generally satisfied with the user-friendly interface, and most find m-learning effective for education. Key success factors include engaging and relevant content design. However, challenges such as data security, privacy, and integration into formal curricula persist. Further research is needed to examine the availability of supportive technology in educational institutions to enhance mobile learning experiences.  
Co-Authors Dedi Rohendi Mumu Komaro Toni Kurrokhmat