Garuda - Garba Rujukan Digital

Konsep Dasar Keterampilan Memimpin Kewirausahaan Dalam Kelompok Usaha Bersama: Pendekatan Etno-Andragogi Pada Technical Vocational Education And Training (TVET) Andi Haris; Mokhamad Syaom Barliana; Didin Saripudin; Ade Gaffar Abdullah
P-2623-0291
Publisher : Prosiding Seminar Nasional Lembaga Penelitian Dan Pendidikan (LPP) Mandala

Perkembangan kelompok usaha bersama dalam dasawarsa ini mencapai signifikan secara umum ketika dilihat dari kuantitasnya. Fakta di lapangan dapat ditemui persoalan-persoalan yang dihadapi oleh kelompok usaha bersama secara kualitas diantaranya adalahhubungan interpersonal; gaya kepemimpinan; kurangnya memotivasi; kurangnya koordinasi; perubahan teknologi dan pasar dengan menjadi organisasi tempat belajar. Persoalan-persoalan ini membutuhkan keterampilan pemimpin kelompok kewirausahaan dalam menyelesaikannya. Begitu pentingnya keterampilan memimpin kewirausahaan, maka penelitian ini menjawab tujuan penelitian tentang keterampilan-keterampilan apa yang dimiliki oleh pemimpin kelompok usaha bersama. Untuk menjawab tujuan penelitian, maka metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan etnografi kritis pada kelompok perempuan yang bergerak dibidang pengolahan makanan ringan. Teknik pengumpulan datanya menggunaka metode wawancara mendalam, observasi, dokumen, dan audiovisual dengan teknik analisis dan penyajian datanya yang dipaparkan secara deskripsi lalu dianalisis dan dilakukan penafsiran pada langkah terakhir. Dari hasil penelitian bahwa keterampilan memimpin kelompok kewirausahaan terdiri dari (1) perseptual (kognitif) yang mencerminkan inisiatif bahwa tingkat kepedulian dalam mengembangkan, pengabdian yang tulus, serta menunjukkan prestasi kerja yang baik dalam kelompoknya; (2) tindakan (retorika) yaitu memahami persebaran tingkat pengetahuan yang dimiliki oleh kelompok; melakukan pembinaan berkaitan dengan prinsip-prinsip perkembangan dinamika kelompok, nilai budaya yang dianut, etika dan profesi; termasuk juga menyaring dan menilai kesiapan anggota untuk turut serta dalam suatu kelompok

Beyond Functional Skills: A Systematic Review of Critical Digital Literacy in Vocational Teacher Education Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto; Miftahur Rizkiah; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto; Miftahur Rizkiah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.1

The convergence of artificial intelligence, digitalization, and social media has exposed the insufficiency of functional digital literacy as an educational outcome, intensifying attention to Critical Digital Literacy (CDL) as a construct concerned with the ideological and structural logics of digital platforms rather than mere operational use. CDL scholarship nonetheless remains fragmented and lacks a stable, shared taxonomy of its dimensions. This study reports a systematic literature review, following the PRISMA 2020 protocol, of CDL in educational contexts. A Scopus search yielded 130 records, narrowed to 73 after automated screening and to 49 after a stringent CDL-focus eligibility criterion. Qualitative designs dominate the corpus (~55%), followed by conceptual work (~31%), while validated quantitative measurement remains rare (four studies). Inductive synthesis identifies eight recurring CDL dimensions, spanning critical-analytical, socio-political, ethical, identity-based, productive, and civic concerns. None of the 49 included studies directly addresses vocational (VET) teacher education, despite vocational teachers' need to combine technical fluency with critical disposition. Five gaps are identified, concerning measurement instruments, the functional-versus-critical divide, affective dimensions, institutional barriers, and generative AI, with future directions proposed. The synthesis is a necessary step toward a dedicated CDL framework for pre-service vocational teachers.

Mapping Methodological Approaches to Critical Digital Literacy Among TVET Instructors: A Scoping Review Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.10

Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.

Mapping Methodological Approaches to Critical Digital Literacy Among TVET Instructors: A Scoping Review Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.10

Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.

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