Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Advances in Applied Sciences International Journal of Evaluation and Research in Education (IJERE) Jurnal Gizi dan Pangan Journal of Education and Learning (EduLearn) Indonesian Journal of Science and Technology FamilyEdu VANOS Journal of Mechanical Engineering Education INVOTEC JMM (Jurnal Masyarakat Mandiri) Psychology, Evaluation, and Technology in Educational Research JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) Journal of Vocational Education Studies (JOVES) Jurnal Paedagogy Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Eduvest - Journal of Universal Studies Peksos: Jurnal Ilmiah Pekerjaan Sosial Jurnal Penelitian Pendidikan Indonesia Journal of Computers for Society Jurnal Abmas Journal of Informatics and Vocational Education Open Access DRIVERset Curricula: Journal of Curriculum Development Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Isma Widiaty
Universitas Pendidikan Indonesia
Aerospace Engineering Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Memprioritaskan kemampuan adaptif guru vokasi untuk Industri 4.0: Pendekatan Analytic Hierarchy Process Lukman Arhami; Isma Widiaty; Mumu Komaro
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.799

Abstract

Digital transformation and the Industrial Revolution 4.0 require vocational teachers to adapt comprehensively. However, previous studies have generally examined teacher competency only partially and have not identified the dimensions of adaptation that should be prioritized. This study determines the priority of five dimensions of vocational teacher adaptation: Technology Adaptation (AT), Pedagogical Adaptation (AP), Vocational Content Adaptation (AKK), Teacher Role Adaptation (APG), and Sociocultural Adaptation (ASK). Using the Analytic Hierarchy Process (AHP) method, data were collected from 36 vocational teachers via a paired-comparison questionnaire on a Saaty scale of 1-9. After a consistency test, the responses of three respondents were eliminated, and then the remaining 33 assessments were aggregated using the geometric mean and weighted using the eigenvector method. The results showed that AP received the highest priority (23.2%), followed by APG (22.0%), AT (21.0%), AKK (18.6%), and ASK (15.3%). The Consistency Ratio of 0.063 indicates that the assessments are consistent. These findings imply that vocational teacher development policies should prioritize strengthening pedagogical competence and teachers' professional roles, with technology positioned as a pedagogically integrated learning tool within the Technological Pedagogical Content Knowledge (TPACK) framework.
Identification of Green Competency Needs in Vocational Education Curriculum Development based on Simple Additive Weighting Latif, Muh Abdul; Widiaty, Isma; Abdullah, Ade Gafar
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 9, No. 3
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Global environmental sustainability issues have driven the transformation of vocational education to integrate green competencies that are relevant to the needs of the green industry. This study aims to identify the need for green competencies in the development of vocational education curriculum using the Simple Additive Weighting (SAW) method. This method helps in decision making from various different perspectives (such as teachers, students and industry) so that it needs to be generalized. This SAW method produces a ranking of competency elements based on the level of importance as a recommendation in developing a vocational education curriculum based on green competencies =. The research was conducted through data collection from literature, surveys to stakeholders (teachers, students, and industry). Data collection was carried out online via google form and 1022 respondents participated in this study. The identification results show that the aspects of "being able to provide solutions to environmental problems", being able to be responsible for environmental sustainability, and communication skills are the main needs that need to be developed/integrated into the curriculum. The implications of this study can be a recommendation or reference in designing a vocational education curriculum based on green competencies that not only meet the needs of the labor market but also support the SDGs.
Transmisi budaya antargenerasi: Pelatihan membatik sebagai strategi untuk memperkuat identitas budaya di kalangan pelajar diaspora Indonesia di Jerman Isma Widiaty; Cica Yulia; Ade Gafar Abdullah; Ari Arifin Danuwijaya; Muktiarni Muktiarni; Raya Sulistyowati; Irma Rachmawati Maruf; Haen Muhaemanurrohmah; Desyane Ramadhina Sari
Jurnal Abmas Vol. 26 No. 2 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v26i2.796

Abstract

Young Indonesian diaspora members in Germany face cultural erosion because they have limited access to structured heritage learning. This overseas community service program (Pengabdian kepada Masyarakat Luar Negeri/PkM-LN) aimed to facilitate intergenerational cultural transmission and strengthen diaspora students' cultural identity through shibori batik training. The Shibori Batik Workshop was held from 11-16 June 2026 at Otto von Guericke University (OvGU) Magdeburg, Germany, through collaboration among three Indonesian universities, UPI, Unesa, and Unpas, using Community-Based Participatory Action Research (CBPAR) and experiential learning. Researchers selected 22 students using criteria-based purposive sampling (total sampling), facilitated by UPI graduate students in Technology and Vocational Education. We measured effectiveness with pre- and post-tests of 30 multiple-choice items covering shibori techniques, batik's cultural values and philosophy, the creative economy, cultural diplomacy, and the SDGs. On average, all participants improved. The program also produced shibori works by all participants, explored a joint textile-craft module with OvGU, and expanded European partnership networks. Batik training proved effective as a medium of cultural transmission and an instrument of cultural diplomacy.
Green Competence in Vocational Fashion Education: Trends, Learning Models, and Implementation Challenges Hamidatul Fuadiyah; Isma Widiaty; Winwin Wiana
Journal of Vocational Education Studies Vol. 9 No. 2 (2026): Vol 9 No 2
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v9i2.16235

Abstract

Green competence encompassing the knowledge, skills, and attitudes required to address environmental sustainability challenges remains critically underexplored in vocational fashion education globally. This study reviews and synthesizes literature on green competence integration in vocational and design-based fashion education published between 2021 and 2026. Following PRISMA 2020 guidelines, a systematic search of the Scopus database identified 41 articles, of which 12 met all inclusion criteria. Three research questions guided the synthesis: (1) What research trends characterize sustainability and green competence integration in fashion education during 2021-2026? (2) What learning models and pedagogical approaches are employed to develop green competence in fashion education? (3) What implementation challenges are faced in vocational fashion education contexts? Findings reveal five major research trends, with curricula systematically misaligned with green competence requirements across multiple countries. Seven learning models were identified, with Project-Based Learning (PjBL) being most prevalent, alongside the Integrated 3-Stage Curriculum, Life Cycle Design + LCA Toolkit, AI Generative Design Sprint, Critical/Transformative Pedagogy, Multidimensional Integrated Curriculum, and Speculative Design. Six implementation challenges were mapped: curriculum gaps, knowledge-action gap, resistance to curriculum change, insufficient scaffolding, technology barriers, and industry academia misalignment. This review provides a structured evidence base for curriculum developers and policymakers, with direct relevance to vocational fashion secondary schools, particularly SMK Busana in Indonesia. The review contributes an evidence-based framework that can guide curriculum redesign, teacher capacity development, and Green TVET policy implementation in vocational fashion education.
Co-Authors ., Ana Aam Hamdani, Aam Abas, Tati Abas, Tati Ade Andri Hendriadi Ade Gafar Abdullah, Ade Gafar Ade Gaffar A Ade Gaffar Abdullah Ade Gaffar Abdullah Adhi, Himmawan Sapta Aditya Ramadhan Islami Aditya Ramadhan Islami Agus Setiawan Agus Setiawan Alejandro Rosales Pérez Ana Ana Ana Ana Andriana Andriana Aprellia Anggraeni Ari Arifin Danuwijaya Arie Rakhmat Riyadi Arief Yanto Rukmana Budi Harto Budi Harto Cica Yulia Dadang Lukman Hakim Dadang Lukman Hakim Dadang Sukandar Dede Irawan Saputra Desti Lestari, Desti Desyane Ramadhina Sari Dewanti, Nafansyah Diky Zakaria Edy Purwanto Edy Purwanto Erfan Handoko Erlian Supriyanto Farhah Fauziah, Silmi Faridah, Nida Fauziah, Silmi Farhah Gaffar A, Ade Haen Muhaemanurrohmah Haifa, Nuri Hamidatul Fuadiyah Hamzah, Muhammad Bilal Bilal Hardika, Mutia Harnani, Nining Hasanah, Jimatul Hendiarti, Silma Syanindita Heni Puspita Himmawan Sapta Adhi Hoerunisa, Sabrina Hana HR. Aam Hamdani Ibnu Muttaqin Ike Yuni Wulandari Ike Yuni Wulandari Isma Widiaty Iwan Kustiawan Johanes Adi Prihantono Khasanah, Lipur Amaliyatul Lala Septem Riza Latif, Muh Abdul Lia Shafira Arlianty Lisniawati, Iis Listi Amelia Lubis, Muhammad Ripqi Lukman Arhami Lukman Arhami Lukman Hakim, Dadang M. Solehuddin Machicha Putri Mudi Mai Rosalli Matondang Malinda, Rismi Miftahur Rizkiah Miftahur Rizkiah Mira Dewi Mirna Purnama Ningsih Mirna Purnama Ningsih, Mirna Purnama Mokhamad Syaom Barliana Mokhamad Syaom Barliana Mu’jizatin, Nur Muhammad Bilal Hamzah Muhammad Ripqi Lubis Muktiarni, Muktiarni Mumu Komaro Mustika Nuramalia Handayani Nasution, Hidayah Armanda Sari Nenden Rani Rinekasari Nenden Rani Rinekasari Neneng Rena Karoniawati Neni Rohaeni Nikamawati, Elis Endang Nurjanah, Indah Prasetya, Eka Rima Puspita, Hani Puspita, Heni Putri, Novita Permatasari Kustiana R. Irma Rachmawati, R. Irma Rahmaliaputeri, Adinda Gita Ramadhan Islami, Aditya Raya Sulistyowati Ridma Meltareza Rita Patriasih Rosa Ariani Sukamto Rudi Haryadi, Rudi Rusliyani, Dwi Ayu Saputra, Dede Irawan Sertiana D, Feny Sherly Rahmawati Sherly Rahmawati simamora, Roma ulina Sovia, Iif Subekti, Eri Sugeng Rifqi Mubaroq Suhartini, Maryati Ninik Sukmana, Hanifah Triastity, Sarinah Tutin Aryanti Winwin Wiana Wiwid Widyanto Wulandari Wulandari Wulandari, Ike Yuni Yani Achdiani Yani Achdiani Yatti Sugiarti, Yatti Yohanes Surya Yoyoh Jubaedah Yulia Rahmawati, Yulia