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All Journal Jurnal Pendidikan Teknologi dan Kejuruan Voteteknika (Vocational Teknik Elektronika dan Informatika) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JURNAL PENDIDIKAN TAMBUSAI JOURNAL OF SCIENCE AND SOCIAL RESEARCH JETL (Journal Of Education, Teaching and Learning) Ensiklopedia of Journal JPGI (Jurnal Penelitian Guru Indonesia) JSR : Jaringan Sistem Informasi Robotik Journal of Vocational Education Studies Jurnal Applied Science in Civil Engineering Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Vokasi Mekanika Indonesian Journal Of Educational Research and Review Reflection Journal Innovative: Journal Of Social Science Research Jurnal Penelitian Pendidikan Indonesia Journal of Civil Engineering and Vocational Education Jurnal Pendidikan Ilmu Sosial J-CEKI JUKEMAS : Jurnal Pengabdian Kepada Masyarakat
Mardizal, Jonni
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Journal : JOURNAL OF SCIENCE AND SOCIAL RESEARCH

 1 
FILSAFAT TVET DALAM LENSA SDGs REALISME, HATI DAN LOGIKA DALAM PENDIDIKAN VOKASI Yuberta, Andre; Refdinal, Refdinal; Abdullah, Rijal; Mardizal, Jonni
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol 8, No 4 (2025): November 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i4.4802

Abstract

Abstract: Technical and Vocational Education and Training (TVET) plays a crucial role in bridging the needs of the industrial world with the goals of sustainable human development. Within the context of the Sustainable Development Goals (SDGs), particularly Goal 4.7 on Education for Sustainable Development, this study revisits the philosophy of TVET through three dimensions: realism, heart, and logic. The research aims to uncover the philosophical foundations of TVET within the SDG framework by tracing classical German thought (Kerschensteiner, Spranger, Fischer) alongside modern paradigms rooted in technology, vocational psychology, and educational sustainability. The method employed is an integrative bibliometric-based literature analysis of 1,041 Scopus-indexed articles (2015–2024), combined with a philosophical review of five major sources from Germany, the United Kingdom, China, and Indonesia. The findings reveal four key insights: (1) Educational realism emphasizes contextual and meaningful work competencies; (2) The dimension of heart highlights moral values, humanity, and psychological well-being within the TVET system; (3) Educational logic is reflected in technology-based curricula that integrate knowledge, skills, and values; and (4) The integration of SDGs fosters ecological awareness and social responsibility. TVET is thus conceptualized as a philosophical system that unites work reality, humanity, and scientific rationality toward a sustainable vocational curriculum for the 21st century. Keyword: Philosophy of TVET; SDGs; vocational ethics; vocational psychology; educational sustainability Abstrak: Pendidikan Teknik dan Kejuruan (TVET) berperan penting dalam menjembatani kebutuhan dunia industri dengan tujuan pembangunan manusia berkelanjutan. Dalam konteks Tujuan Pembangunan Berkelanjutan (SDGs), khususnya poin 4.7 tentang Education for Sustainable Development, kajian ini meninjau ulang filsafat TVET melalui tiga dimensi: realisme, hati, dan logika. Penelitian ini bertujuan mengungkap fondasi filosofis TVET dalam kerangka SDGs dengan menelusuri pemikiran klasik Jerman (Kerschensteiner, Spranger, Fischer) serta paradigma modern berbasis teknologi, psikologi vokasional, dan keberlanjutan pendidikan. Metode yang digunakan adalah integrative literature analysis berbasis bibliometrik terhadap 1.041 artikel Scopus (2015–2024), dipadukan dengan telaah filosofis terhadap lima sumber utama dari Jerman, Inggris, Tiongkok, dan Indonesia. Hasil penelitian menunjukkan empat temuan utama: (1) realisme pendidikan menekankan kompetensi kerja kontekstual dan bermakna; (2) dimensi hati menyoroti nilai moral, kemanusiaan, dan kesejahteraan psikologis dalam sistem TVET; (3) logika pendidikan tercermin pada kurikulum berbasis teknologi yang menghubungkan pengetahuan, keterampilan, dan nilai; serta (4) integrasi SDGs menumbuhkan kesadaran ekologis dan tanggung jawab sosial. TVET dipandang sebagai sistem filosofis yang menyatukan realitas kerja, kemanusiaan, dan rasionalitas ilmiah menuju kurikulum kejuruan berkelanjutan abad ke-21. Kata kunci: Filsafat TVET; SDGs; etika vokasional; psikologi kejuruan; keberlanjutan pendidikan. 
KAJIAN FILOSOFIS PENGEMBANGAN SPESIALISASI MAHASISWA VOKASI OTOMOTIF MELALUI TEORI PERKEMBANGAN KARIER SUPER Maulana, Fajar; Refdinal, Refdinal; Abdullah, Rijal; Mardizal, Jonni
JOURNAL OF SCIENCE AND SOCIAL RESEARCH Vol 8, No 4 (2025): November 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jssr.v8i4.4995

Abstract

Abstract: The rapid transformation of the automotive industry towards digitalization and electric vehicles requires vocational graduates to have new competencies as well as a clear career path based on self-concept. However, students' unpreparedness in determining their specialization and the mismatch between their competencies and the needs of the EV industry make the development of a career guidance model even more important. This study aims to analyze the relevance of Super's career development theory in specialization guidance in the Automotive Engineering Vocational Program and to formulate a Self-concept-based career guidance model that is adaptive to the demands of electric vehicle technology. For this purpose, an analytical-philosophical literature review was conducted, examining 35 scientific articles and primary literature on Super's theory. The results show that the stages of career exploration, crystallization, specification, and implementation in Super's theory are in line with the process of forming EV competencies such as BMS, HV safety, electric motors, and digital diagnostics. Another important finding is that technical self-concept is formed through direct learning experiences and guided reflection, so career guidance needs to integrate self-assessment, exploration, workshops, and field experience. The study concludes that Super's theory is relevant as a foundation for vocational career guidance in the era of electrification and recommends the development of a curriculum that emphasizes career exploration and empirical research to test the effectiveness of the model.Keyword: Vocational Career; Super Theory; Electric Vehicles; Self-Concept; Career Guidance.Abstrak: Transformasi pesat industri otomotif menuju digitalisasi dan kendaraan listrik menuntut lulusan vokasi memiliki kompetensi baru sekaligus kejelasan arah karier yang berbasis Self-concept. Fenomena ketidaksiapan mahasiswa dalam menentukan spesialisasi serta ketidaksesuaian kompetensi dengan kebutuhan industri EV menjadikan pengembangan model bimbingan karier semakin penting. Penelitian ini bertujuan menganalisis relevansi teori perkembangan karier Super dalam pembimbingan spesialisasi pada Program Vokasi Teknik Otomotif serta merumuskan model bimbingan karier berbasis Self-concept yang adaptif terhadap tuntutan teknologi kendaraan listrik. Metode penelitian menggunakan kajian pustaka analitik-filosofis dengan menelaah 35 artikel ilmiah dan literatur primer teori Super. Hasil penelitian menunjukkan bahwa tahapan eksplorasi, kristalisasi, spesifikasi, dan implementasi karier pada teori Super selaras dengan proses pembentukan kompetensi EV seperti BMS, HV safety, motor listrik, dan diagnostik digital. Temuan penting lainnya adalah bahwa Self-concept teknis terbentuk melalui pengalaman belajar langsung dan refleksi terarah, sehingga bimbingan karier perlu mengintegrasikan asesmen diri, eksplorasi, workshop, dan pengalaman lapangan. Penelitian menyimpulkan bahwa teori Super relevan sebagai landasan pembimbingan karier vokasional pada era elektrifikasi dan merekomendasikan pengembangan kurikulum yang menekankan eksplorasi karier serta penelitian empiris untuk menguji efektivitas model yang diusulkan.Kata kunci: Karier Vokasional; Teori Super; Kendaraan Listrik; Self-Concept; Bimbingan Karier.
Co-Authors 'Ariqsyah, Muhammad Abdullah, MT, Dr. Rijal Agustian, Yarliansyah Akmal, Ikhsanul Al Ghazali, Al Ghazali Al Haddar, Gamar Al Rashid, Farid Ambiyar, Ambiyar Amruddin, Amruddin Ananda, Gheri Febri Annisa Tishana Arbi, Yaumal Arianto Arianto Arifin, Ari Syaiful Rahman Arifudin, Opan Arnov, Yoharmen Aryasandy, Nensy Asmar Yulastri Asri, Putri Fauziahtul Azizah, Fauzana Azkia, Hilma Cinthia, Deby Deviana, Marliza Ernawati Ernawati Fadhilah Fadhilah Fani Keprila Prima Febrani, Niken Ferry Anggriawan Fitrah, Yunanda Fitri Ananda, Yulia Ganefri Ganefri . Giatman, M Gusdila, Adrita Hadi Kurnia Saputra Hansi Effendi Haq, Syaiful Harleni, Harleni Hasna, Amirah Heryadi, D Yadi Hidayat, Muhammad Randi Jalal, Fitri Judijanto, Loso Jufri, Windry Novalia Kasmita Kasmita Kumala Dewi, Fitrika M, Giatman Marlyna, Dessy Maulana, Fajar Muarif, Muarif Mukhaiyar, Riki Narwansyah, Rezo Haristama Ningrum, Dwika Sulistia Ningsih, Yullyani Sartika Nizwardi Jalinus Nurul, Muhammad Nurwijayanti PALMIZAL A Patriotika, Fithriyah Permana, Harry Permata Saputri, Renny Putra, Benny Adeka Putri, Rindi Silvia Refdinal, Refdinal Rina Wati Risfendra, Risfendra Robi, Robi Irza Saputra Salmi, Fauzia Samsudin Samsudin Setyawan, Herlin Sherfina, Fitryya Silalahi, M.Pd, Drs. Juniman Sukardi Sukardi Suryani, Atma Tri Syamsuri Syamsuri Trisnawati, Mustika Veithzal Rivai Zainal Virnindo, Algusri Waskito Wulansari, Rizky Ema Yanriko, Armizal Yuberta, Andre Yudha Aditya Fiandra, Yudha Aditya Yulastri , Asmar Yuliana Yuliana Yuliarma, Yuliarma