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All Journal Jurnal Pendidikan Vokasi NOTION: Journal of Linguistics, Literature, and Culture
Estrella T. Arroyo
University of Saint Anthony
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Heroine Concept in a Filipino Graphic Narrative Estrella T. Arroyo
NOTION: Journal of Linguistics, Literature, and Culture Vol. 3 No. 1 (2021): NOTION: Journal of Linguistics, Literature, and Culture
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v3i1.3870

Abstract

This study explored the concept of “HEROINE” in the context of “Darna,” a Filipino graphic narrative written by Mars Ravelo that was first published on May 13, 1950 by Filipino Komiks. Extracted from the 27 episodes of “Darna” are realities of experience as well as innuendos related to the real character of Darna, the super heroine. Further, the study delved into a deeper meaning of heroine beyond its lexical meaning. As a result, the researcher formulated her own definition of “HEROINE” as “Humaneness and Equanimity in Reimagining Optimistic, Iconic, Novel, and Empowered” persona, which led to the findings that, indeed, Darna has reached her apotheosis as a superheroine. These insights were not fathomed had it not been for the researcher’s focus on close reading, application of Expressive Realism, and “Argustic” reading. Keen eyes are needed to enjoy reading a graphic narrative which is both visual and verbal. The study proved that in Philippine society, Darna is the most accepted, loved and idolized Filipino icon as savior of a devastated and crippled society after World War II. Lastly, it is aimed that this humble analysis will put itself into the realm of a body of Pop Literature and the Humanities.
Teacher Competence and Students' Career Interest: The Mediating Role of 21st-Century Skills in Automotive Vocational Education Bambang Sudarsono; Nanda Priya Pratama; Estrella T. Arroyo
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.96344

Abstract

This study examined the relationships among teachers’ Technological Pedagogical Content Knowledge (TPACK), professional competence, students’ 21st-century skills, and career interests in automotive vocational education. Using an exploratory quantitative design, data were collected from 174 students enrolled in nine vocational schools in Indonesia. The proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate direct and indirect relationships among the variables. The findings revealed that both TPACK (β = 0.43, p < 0.001) and teachers’ professional competence (β = 0.35, p < 0.001) significantly enhanced students’ 21st-century skills. However, neither TPACK (β = 0.06, p = 0.47) nor professional competence (β = 0.08, p = 0.34) had a significant direct effect on students’ career interest. In contrast, 21st-century skills exerted a strong positive influence on career interest (β = 0.48, p < 0.001). Mediation analysis further demonstrated that 21st-century skills serve as a significant intermediary mechanism linking teacher competence to students’ career aspirations. The results suggest that teacher competence contributes to career development primarily through fostering transferable competencies such as critical thinking, communication, collaboration, creativity, and digital literacy. The study’s novelty lies in integrating TPACK, teachers’ professional competence, 21st-century skills, and Social Cognitive Career Theory (SCCT) into a unified explanatory model. Unlike previous studies that examined these variables separately, this research identifies 21st-century skills as the key pathway through which teacher competence influences career interest. The findings offer practical implications for vocational education by highlighting the importance of strengthening teacher competence, technology-integrated pedagogy, and the systematic integration of 21st-century skills into vocational curricula to better prepare students for future workforce demands.
Co-Authors Nanda Priya Pratama Sudarsono, Bambang