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All Journal Berkala Ilmiah Pendidikan ARMADA : Jurnal Penelitian Multidisiplin
Putu Sudira
Universitas Negeri Yogyakarta, Indonesia
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Peningkatan Pemahaman Perancangan Arsitektur Siswa Kelas Xi SMK N 2 Tarakan Melalui Aplikasi Revit dalam Model Pembelajaran Kooperatif STAD Rizki Ilham Sadewandani; Putu Sudira; Yoga Sahria
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 9 (2026): ARMADA : Jurnal Penelitian Multidisplin, September 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i9.3900

Abstract

Penelitian ini bertujuan menguji efektivitas model pembelajaran kooperatif STAD yang diintegrasikan dengan aplikasi Autodesk Revit dalam meningkatkan pemahaman perancangan arsitektur 15 siswa kelas XI DPIB SMK Negeri 2 Tarakan, sekaligus mendeskripsikan kontribusinya mengatasi keterbatasan fasilitas laboratorium dan pemerataan pemahaman siswa. Metode yang digunakan adalah Penelitian Tindakan Kelas dengan pendekatan kuantitatif-kualitatif dalam tiga siklus. Data dikumpulkan melalui tes, lembar observasi, angket Likert, dan dokumentasi kerja kelompok, lalu dianalisis secara deskriptif. Nilai rata-rata individu meningkat dari 42 (pratindakan) menjadi 50, 71, dan 86 pada Siklus I-III, dengan ketuntasan klasikal naik dari 6,67% menjadi 100%. Partisipasi kolaboratif siswa meningkat dari 71,87% menjadi 93,75%, sedangkan respons siswa terhadap STAD dan Revit sangat positif (skor rata-rata 4,55 dan 4,66 dari skala 5). Integrasi STAD dan Revit terbukti efektif memfasilitasi pembelajaran visual dan kolaboratif meskipun memerlukan adaptasi teknis awal, sehingga direkomendasikan bagi sekolah dengan keterbatasan fasilitas.
The Transformation of Educators’ Roles in the Implementation of Deep Learning in Vocational Education: A Systematic Literature Review Yurnida Yurnida; Putu Sudira; Ali Muhtadi; Anik Ghufron
Berkala Ilmiah Pendidikan Vol. 6 No. 3 (2026): In Press Issue
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v6i3.2323

Abstract

The transformation of vocational education requires educators to move beyond their traditional role as knowledge transmitters toward becoming designers, facilitators, mentors, and reflective practitioners capable of creating deep, contextual, and workplace-relevant learning experiences. This study aims to analyze the transformation of educators’ roles in the implementation of deep learning in vocational education. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Articles were retrieved from the Scopus database within the 2020–2026 publication period. Following the identification, screening, and eligibility assessment processes, 15 articles met the inclusion criteria and were analyzed using descriptive quantitative analysis and narrative synthesis. The analysis focused on research trends and contexts, transformations in educators’ roles, learning models or strategies, the use of technology and professional development, as well as supporting factors, barriers, and research gaps. The findings indicate that educators’ roles have shifted from knowledge transmitters toward learning designers, facilitators, mentors/coaches, reflective practitioners, and industry and technology collaborators. This transformation is supported by project-based learning, problem-based learning, lesson study, continuing professional development, professional learning communities, digital technology, and reflective practice. Key supporting factors include institutional support, training, technology availability, professional collaboration, and industry partnerships, while major barriers involve limited time, inadequate facilities, insufficient digital competence, and weak organizational support. The review confirms that effective deep learning implementation in vocational education requires continuous, adaptive, collaborative, and technology-integrated transformation of educators’ roles aligned with learners’ needs and changing workplace demands.
Co-Authors Ali Muhtadi Anik Ghufron Rizki Ilham Sadewandani Yoga Sahria Yurnida Yurnida