Article Per Year (5 Year)
p-Index From 2021 - 2026
3.757
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Jurnal Penelitian dan Evaluasi Pendidikan JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Pendidikan Kimia Indonesia Jurnal Penelitian Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam REiD (Research and Evaluation in Education) JIPF (Jurnal Ilmu Pendidikan Fisika) Ekspose: Jurnal Penelitian Hukum dan Pendidikan Buletin Ilmiah Sarjana Teknik Elektro Indonesian Journal of Electrical Engineering and Computer Science Journal of Educational Chemistry (JEC) JNPM (Jurnal Nasional Pendidikan Matematika) Taawun: Jurnal Pengabdian kepada Masyarakat Indonesian Journal on Learning and Advanced Education (IJOLAE)
SAMSUL HADI
Universitas Negeri Yogyakarta
Religion Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

Published : 33 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 33 Documents
Search

 1   2   3   4 
Factors influencing vocational teachers’ e-Learning adoption: A technology acceptance model approach Roni Eka Rahmat; Samsul Hadi; Iis Elfa Syafmaini; Utari Akhir Gusti; Afdal Luthfi; Aprilla Fortuna
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.86375

Abstract

The rapid expansion of digital learning environments has encouraged schools to integrate e-learning into teaching practices. However, many vocational teachers still show uneven levels of adoption, indicating that the factors shaping their willingness and actual use of e-learning require deeper investigation. This study examines the determinants of vocational teachers’ e-learning adoption using the Technology Acceptance Model (TAM), focusing on the roles of perceived usefulness (PU), perceived ease of use (PEOU), behavioral intention (BI), and actual use (AU). A quantitative survey was administered to 118 vocational high school teachers, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that PEOU significantly influences both PU and BI, while PU also exerts a positive effect on BI. Furthermore, BI demonstrates a strong and significant effect on AU, mediating the relationships between PU, PEOU, and AU. Overall, the model explains a substantial proportion of variance in teachers’ behavioral intention and actual use of e-learning. These results confirm the robustness of TAM in vocational education contexts and highlight that teachers are more likely to use e-learning when they perceive it as easy, useful, and aligned with their instructional needs. Practically, the study suggests that vocational schools should strengthen digital literacy training, provide technical support, and design user-friendly platforms to enhance teachers’ confidence and motivation. At the policy level, establishing clear digital competence standards may foster sustainable e-learning adoption across vocational institutions.
Profiling Digital Competency of Prospective Vocational IT Educators Using Generalized DINA Model: A Cognitive Diagnostic Approach I Nyoman Indhi Wiradika; Samsul Hadi; Mohammad Khairudin; Syarief Fajaruddin
Buletin Ilmiah Sarjana Teknik Elektro Vol. 8 No. 1 (2026): February
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/biste.v8i1.15340

Abstract

Indonesia faces a significant shortage of digitally competent vocational teachers, yet existing assessment instruments often rely on aggregate scores that fail to diagnose specific cognitive deficits. This study addresses this gap by developing a diagnostic assessment instrument for vocational IT pre-service teachers. The research contribution is the validation of a domain-specific Cognitive Diagnostic Model (CDM) framework that integrates general digital pedagogy with vocational IT technical expertise, enabling precise attribute mastery profiling. The study employed a cross-sectional survey design with a purposive sample of 270 informatics education students. Data were analyzed using a multi-stage psychometric approach, combining Classical Test Theory (CTT), Confirmatory Factor Analysis (CFA), and the Generalized Deterministic Inputs, Noisy "And" Gate (G-DINA) model to determine attribute mastery. The results demonstrated that the 32-item instrument achieved excellent model fit (RMSEA₂=0.011) and outstanding classification accuracy (93.71%). Systematic profiling revealed that female students consistently outperformed males across all dimensions, while a non-linear developmental trajectory was observed with a significant competency decline in the third semester followed by recovery. In conclusion, the G-DINA-based instrument provides a robust diagnostic tool for identifying specific learning needs, suggesting that teacher preparation programs require targeted interventions during critical transition periods to support continuous competency development.
Enhancing student achievement: Developing a Differentiated Instruction Formative Assessment Model (DIFAM) Muh. Asriadi AM; Samsul Hadi; Edi Istiyono; Anna Isabela Sanam; Jumriani Sultan; Gulzhaina K. Kassymova
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.87869

Abstract

An ideal assessment should offer constructive feedback and insights into students' strengths and weaknesses in learning. This study aims to develop an assessment model integrating formative assessment with Differentiated Instruction (DIFAM) to assess learning achievements proportionally. The DIFAM model was developed using the ADDIE development framework. The research sample consisted of 99 students from four high schools in Bandung Regency. Student learning profiles were analyzed using N-Gain and paired sample t-test. Data analysis was conducted with R Studio and JASP software. Data analysis using the N-Gain formula revealed an average improvement in student learning achievements of 25% with the implementation of DIFAM. The formative tests conducted over eight sessions showed that students grasped the material more effectively compared to conventional teaching methods. Feedback from students and teachers indicated that DIFAM facilitated more structured learning and provided constructive feedback, contributing significantly to enhanced student performance. The DIFAM model demonstrates its ability to cater to diverse student needs, achieve significant learning improvements, and has the potential for broader application to ensure more inclusive and equitable learning outcomes.
Co-Authors Abd. Basith Abdul Rahim Afdal Luthfi Ali Muhson Andrian, Dedek Anna Isabela Sanam Aprilla Fortuna Ariyadi Chandra Nugraha Badrun Kartowagiran Badrun Kartowagiran Dadan Rosana Daryono, Rihab Wit Dian Normalitasari Purnama Djemari Mardapi Djoko Laras Budiyo Taruno Edi Istiyono Eko Wahyunanto Prihono Fitria Lapele Gulzhaina K. Kassymova Gunawan Eko Waluyo Habib Ratu Perwira Negara Haryanto Haryanto Helga Charolina Antonia Silubun Heri Retnawati I Nyoman Indhi Wiradika Iis Elfa Syafmaini Istanto Wahyu Djatmiko Jailani Jailani Jumriani Sultan Kana Hidayati Kartianom Kartianom Kartiazim Kartiazim Kurniawan, Muhammad Kustitik, Kustitik Marlina Marlina Marlina Marlina Moh. Khairudin Muh. Asriadi AM Muhammad Rais Ridwan Mutiara Kusumawati Noorazman Bin Abd Samad Nur Hamidah Assa'diyah Nur Hidayat Nurhening Yuniarti Pardjono, P. Puspa Widyastuti Raden Rosnawati Rizki Nor Amelia Roni Eka Rahmat Siti Maisaroh Sukirno Sukirno Suwandi Suwandi Syahrina Ramadina Syarief Fajaruddin Tri Wulaningrum Untung Desy Purnamasari Utari Akhir Gusti Veronika Asri Tandirerung Vivianti Wahyu Hartono Weni Wendari