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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Penelitian Pendidikan Jurnal Sistem Cerdas Jurnal Eduscience (JES) Inersia : Jurnal Teknik Sipil Journal of Vocational Education Studies (JOVES) Jurnal Pendidikan Teknik Bangunan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Sudjani Sudjani
Universitas Pendidikan Indonesia
Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Social Sciences Transportation Other

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Innovative Pedagogical Approach: STAD-Integrated Debate Method as a Catalyst for Developing 21st Century Skills Among Vocational Students Putri Dzydzykry Siti Labaika; Sudjani Sudjani; Putri Dzydzykry Siti Labaika; Sudjani Sudjani; Sri Rahayu
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 10 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i10.2025.8

Abstract

Graduates of vocational schools in Indonesia still face serious challenges regarding low absorption by industry. The high unemployment rate among vocational school graduates indicates a mismatch between graduates' competencies and the needs of the job market, creating a gap between education and the industrial world. Therefore, a learning strategy is needed that can hone these skills in a vocational school environment. This research aims to determine students' responses and skills, including critical thinking skills, communication skills, and teamwork skills, through the application of the Student Teams Achievement Division (STAD) learning model with the debate method. This research was conducted at one of the vocational schools located in the Sumedang, Indonesia. The research used a quantitative approach and a quasi-experimental design with two groups: an experimental group and a control group. The study was conducted in the Building Construction Fundamentals subject over three meetings. Based on the research results, the experimental class achieved a higher score compared to the control class. The results of students' responses to this learning model yielded an average TCR of 77.4%, which is categorized as good. This indicates that students perceive learning with this model as capable of developing activity, material understanding, and 21st-century skills. Based on the hypothesis test, the significant value is p (0.001) < (0.05), which indicates that using the STAD learning model with the debate method can significantly measure students' skills.
Geospatial Information Systems in Disaster Risk Reduction for Vocational Education: A Post-Sendai Bibliometric and Systematic Literature Review Sri Rahayu; Danny Meirawan; Lilis Widaningsih; Sudjani Sudjani; Zahra Ghinaya
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.v9i2.14470

Abstract

Despite increasing attention to Disaster Risk Reduction (DRR), research remains fragmented across infrastructure, spatial governance, and geospatial systems. This study examines DRR in vocational education during the post-Sendai Framework period (2015–2025) using bibliometric analysis and a PRISMA-based Systematic Literature Review. Scopus data produced two datasets: 98 publications for bibliometric mapping and 12 studies for thematic synthesis. Results show an annual publication growth of 18%, with Asia-Pacific countries contributing 62% of the output. Three research clusters emerged: disaster mitigation policy and planning, business continuity management, and earthquake-resistant construction. Guided by the Sendai Framework’s Priority 3 and Transformative Learning Theory, the study highlights the importance of integrating disaster-resistant construction standards, GIS-based school risk zoning, and real-time geospatial monitoring into vocational education. This integrated framework strengthens institutional resilience and equips students with practical spatial risk literacy for sustainable disaster preparedness.
Co-Authors Amwaly, Silvi Tazkiyya Danis Rizki Swastika Danny Meirawan Dedi Purwanto Dedi Purwanto Hadi Putri, Dewi Indriati Lilis Widaningsih Muhammad Faiq Sani Nugraha Muhammad Sayid Adam Mukhtar, Eragilang Nadia Salsabila Sifa Pratama, Hafiyyan Putra Putri Dzydzykry Siti Labaika Putri Dzydzykry Siti Labaika Septiani Nur Fadillah Sri Rahayu SRI RAHAYU Supriatna, Nandan Zahra Ghinaya