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Role of Innovation and Entrepreneurship Education in Enhancing Graduate Employability in Vocational Higher Education: A Systematic Literature Review Xiong Yijun; Sururi Sururi; Taufani Chusnul Kurniatun
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i22026193

Abstract: This study aims to examine the role of innovation and entrepreneurship education in enhancing graduate employability in vocational higher education through a Systematic Literature Review (SLR) and bibliometric analysis. In the context of rapid technological change and increasing labor market demands, vocational higher education institutions are expected to produce graduates who are not only technically competent but also innovative, entrepreneurial, and adaptable. This study analyzed 41 Scopus-indexed publications published between 2021 and 2026, with data processed using VOSviewer to identify research trends, keyword relationships, thematic clusters, and the knowledge structure of the field. The findings reveal that employability is the dominant and central theme, strongly associated with innovation, entrepreneurship education, digital skills, soft skills, and work-based learning. The keyword co- occurrence analysis indicates a shift from a traditional skills-based orientation toward a more integrated and multidimensional understanding of employability, emphasizing not only technical competencies but also creativity, communication, collaboration, adaptability, and lifelong learning capacity. In addition, the distribution of authors, institutions, and countries demonstrates that this topic has attracted global scholarly attention, particularly in developing and transitional economies, although the field remains fragmented and continuously evolving. The study concludes that enhancing graduate employability requires a holistic ecosystem that integrates curriculum innovation, entrepreneurial learning, digital capability development, and strong collaboration between educational institutions and industry. It is recommended that future research develop integrative frameworks and explore context-specific strategies to strengthen the alignment between vocational education and labor market needs. Keywords: employability, entrepreneurship education, innovation education, vocational higher education.

Equity in Science Education: A Comparative Analysis of Biology Laboratory Management in Urban and Rural Public Senior High Schools in Sumedang Regency Risma Yunita; Taufani Chusnul Kurniatun; Eka Prihatin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20856

Educational equity in biology education requires not only the formal availability of laboratories but also students’ access to functional equipment, safe practicum environments, institutional support, and opportunities to conduct inquiry-based activities. This exploratory comparative case study examined biology laboratory management in two A-accredited public senior high schools in Sumedang Regency, West Java: SMAN 1 Sumedang as an urban school and SMAN Rancakalong as a rural school. Data were collected from April to May 2026 through structured observation, semi-structured interviews, and document analysis. The interview component involved ten purposively selected participants consisting of two school administrators, two biology teachers who also served as laboratory managers, and six Grade XI students. The observation instrument included 48 indicators across 11 aspects of laboratory management. Data were analyzed thematically using Bafadal’s four management functions: planning, organizing, implementation, and supervision. The findings show that both schools experienced serious operational weaknesses despite their A accreditation status. Written laboratory schedules were absent, laboratory work programs were either unavailable or blank, no trained laboratory technician was assigned, only about six of 34 microscopes in the urban school and seven of 20 microscopes in the rural school were functional, laboratory documentation was outdated or unused, and occupational health and safety compliance reached only approximately 25%. The urban school had relatively better physical infrastructure, whereas the rural school experienced more severe limitations in students’ independent access to microscopes and authentic practicum activities. The study contributes case-based evidence that accreditation status may mask operational weaknesses in laboratory functionality and inequitable practicum access. Strengthening laboratory personnel, equipment maintenance, documentation, safety facilities, and accreditation indicators based on actual laboratory use is essential for improving equity in science education.

Inkoherensi Sistemik dalam Pembiayaan Pendidikan Vokasi Berbasis Kemitraan pada Teaching Factory Perikanan dan Kelautan Dani Darmawan; Dedy Achmad Kurniady; Taufani Chusnul Kurniatun; Aan Komariah
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to analyze systemic incoherence in partnership-based vocational education financing for fisheries and marine Teaching Factories. The study was conducted using a qualitative case study design to understand how financing mechanisms, industry partnerships, production-based learning, governance practices, and institutional arrangements interact within a real vocational education setting. Data were collected through semi-structured interviews, field observations, document analysis, and stakeholder confirmation involving school leaders, finance officers, productive teachers, Teaching Factory managers, and industry partners. The findings show that the Teaching Factory was supported by multiple financing sources, industry collaboration, and real production-based learning through vaname shrimp farming. However, these components had not yet formed a fully coherent and integrated financing system. Five main forms of systemic incoherence were identified: misalignment between policy direction and production needs, administrative financing and productive financing, industry partnership and learning design, formal planning and field dynamics, and formal governance and adaptive coordination. The study concludes that the main challenge in partnership-based vocational education financing is not merely funding adequacy or the existence of industry partnership, but the weak integration among financing, production, partnership, governance, and learning. Therefore, vocational schools and policymakers should develop an integrated financing governance model that connects accountability with operational flexibility, institutionalises industry partnership, supports production risk management, and strengthens the sustainability of production-based vocational education. Keywords: Fisheries and marine Teaching Factory; Industry partnership; Production-based learning; Systemic incoherence; Vocational education financing. Abstrak: Penelitian ini bertujuan menganalisis inkoherensi sistemik dalam pembiayaan pendidikan vokasi berbasis kemitraan pada Teaching Factory sektor perikanan dan kelautan. Penelitian ini menggunakan desain studi kasus kualitatif untuk memahami interaksi antara mekanisme pembiayaan, kemitraan industri, pembelajaran berbasis produksi, tata kelola sekolah, dan pengaturan kelembagaan dalam konteks pendidikan vokasi nyata. Data dikumpulkan melalui wawancara semi-terstruktur, observasi lapangan, analisis dokumen, dan konfirmasi pemangku kepentingan yang melibatkan pimpinan sekolah, pengelola keuangan, guru produktif, pengelola Teaching Factory, serta mitra industri. Hasil penelitian menunjukkan bahwa Teaching Factory didukung oleh berbagai sumber pembiayaan, kolaborasi industri, dan pembelajaran berbasis produksi nyata melalui budidaya udang vaname. Namun, berbagai komponen tersebut belum membentuk sistem pembiayaan yang sepenuhnya koheren dan terintegrasi. Lima bentuk utama inkoherensi sistemik ditemukan, yaitu ketidaksesuaian antara arah kebijakan dan kebutuhan produksi, pembiayaan administratif dan pembiayaan produktif, kemitraan industri dan desain pembelajaran, perencanaan formal dan dinamika lapangan, serta tata kelola formal dan koordinasi adaptif. Penelitian ini menyimpulkan bahwa tantangan utama bukan semata-mata kecukupan dana atau keberadaan kemitraan industri, melainkan lemahnya integrasi antara pembiayaan, produksi, kemitraan, tata kelola, dan pembelajaran. Oleh karena itu, sekolah vokasi dan pembuat kebijakan perlu mengembangkan model tata kelola pembiayaan terintegrasi yang menghubungkan akuntabilitas dengan fleksibilitas operasional, melembagakan kemitraan industri, mendukung manajemen risiko produksi, dan memperkuat keberlanjutan pendidikan vokasi berbasis produksi. Kata kunci: Inkoherensi sistemik; Kemitraan industri; Pembelajaran berbasis produksi; Pembiayaan pendidikan vokasi; Teaching Factory perikanan dan kelautan.

Peran Moderasi Fasilitas Belajar dan Relevansi Prediktif Model terhadap Prestasi Belajar Siswa SMP SATU ATAP di Kabupaten Belu Yohanes Masan Bria; Shine Pintor Siolemba Patiro; Taufani Chusnul Kurniatun
EduInovasi: Journal of Basic Educational Studies Vol. 5 No. 3 (2025): EduInovasi: Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v5i3.11280

This study aims to examine the effects of teacher competence, teacher performance, and parental involvement on students’ academic achievement, as well as to investigate the moderating role of learning facilities. This research employed a quantitative approach using a survey method, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that teacher competence and parental involvement have a positive and significant effect on students’ academic achievement. In contrast, teacher performance does not have a significant direct effect on academic achievement. The moderation analysis reveals that learning facilities weaken the relationship between teacher competence and academic achievement, while strengthening the relationship between teacher performance and academic achievement. However, learning facilities do not moderate the relationship between parental involvement and academic achievement. These findings support the relevance of Social Exchange Theory and Epstein’s Parental Involvement Framework in explaining factors influencing students’ academic achievement. This study provides important implications for educational stakeholders in designing policies related to teacher quality improvement, the provision of learning facilities, and the strengthening of sustainable school–family partnerships.

Global trends in distributed leadership and school quality management: Enhancing work ethos in international baccalaureate schools in Indonesia Anjaya, Capri Arista Dewi Anjaya; Komariah, Aan; Sururi, Sururi; Kurniatun, Taufani Chusnul
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.54524

This study examines how distributed leadership and school quality management influence the work ethic of leaders in Satuan Pendidikan Kerjasama (SPK) schools implementing international curricula in Indonesia. A mixed-methods approach was employed, combining survey data with qualitative insights from Focus Group Discussions (FGD), Fishbone Analysis, and Importance–Performance Mapping Analysis (IPMA). The findings reveal that leadership empowerment, cross-cultural collaboration, and transparent management practices are crucial to strengthening the work ethic. Key challenges include limited professional development opportunities and hierarchical communication structures. The study proposes the CAPRI model—comprising Competence, Appraisal, Procedure, Resources, and Internal School Culture—as an integrated framework to enhance leadership work ethic. This model provides practical guidance for improving school management and organizational culture. Future research should involve larger samples and explore additional variables to strengthen the generalizability of the findings.

Inkoherensi Sistemik dalam Pembiayaan Pendidikan Vokasi Berbasis Kemitraan pada Teaching Factory Perikanan dan Kelautan Dani Darmawan; Dedy Achmad Kurniady; Taufani Chusnul Kurniatun; Aan Komariah
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to analyze systemic incoherence in partnership-based vocational education financing for fisheries and marine Teaching Factories. The study was conducted using a qualitative case study design to understand how financing mechanisms, industry partnerships, production-based learning, governance practices, and institutional arrangements interact within a real vocational education setting. Data were collected through semi-structured interviews, field observations, document analysis, and stakeholder confirmation involving school leaders, finance officers, productive teachers, Teaching Factory managers, and industry partners. The findings show that the Teaching Factory was supported by multiple financing sources, industry collaboration, and real production-based learning through vaname shrimp farming. However, these components had not yet formed a fully coherent and integrated financing system. Five main forms of systemic incoherence were identified: misalignment between policy direction and production needs, administrative financing and productive financing, industry partnership and learning design, formal planning and field dynamics, and formal governance and adaptive coordination. The study concludes that the main challenge in partnership-based vocational education financing is not merely funding adequacy or the existence of industry partnership, but the weak integration among financing, production, partnership, governance, and learning. Therefore, vocational schools and policymakers should develop an integrated financing governance model that connects accountability with operational flexibility, institutionalises industry partnership, supports production risk management, and strengthens the sustainability of production-based vocational education. Keywords: Fisheries and marine Teaching Factory; Industry partnership; Production-based learning; Systemic incoherence; Vocational education financing. Abstrak: Penelitian ini bertujuan menganalisis inkoherensi sistemik dalam pembiayaan pendidikan vokasi berbasis kemitraan pada Teaching Factory sektor perikanan dan kelautan. Penelitian ini menggunakan desain studi kasus kualitatif untuk memahami interaksi antara mekanisme pembiayaan, kemitraan industri, pembelajaran berbasis produksi, tata kelola sekolah, dan pengaturan kelembagaan dalam konteks pendidikan vokasi nyata. Data dikumpulkan melalui wawancara semi-terstruktur, observasi lapangan, analisis dokumen, dan konfirmasi pemangku kepentingan yang melibatkan pimpinan sekolah, pengelola keuangan, guru produktif, pengelola Teaching Factory, serta mitra industri. Hasil penelitian menunjukkan bahwa Teaching Factory didukung oleh berbagai sumber pembiayaan, kolaborasi industri, dan pembelajaran berbasis produksi nyata melalui budidaya udang vaname. Namun, berbagai komponen tersebut belum membentuk sistem pembiayaan yang sepenuhnya koheren dan terintegrasi. Lima bentuk utama inkoherensi sistemik ditemukan, yaitu ketidaksesuaian antara arah kebijakan dan kebutuhan produksi, pembiayaan administratif dan pembiayaan produktif, kemitraan industri dan desain pembelajaran, perencanaan formal dan dinamika lapangan, serta tata kelola formal dan koordinasi adaptif. Penelitian ini menyimpulkan bahwa tantangan utama bukan semata-mata kecukupan dana atau keberadaan kemitraan industri, melainkan lemahnya integrasi antara pembiayaan, produksi, kemitraan, tata kelola, dan pembelajaran. Oleh karena itu, sekolah vokasi dan pembuat kebijakan perlu mengembangkan model tata kelola pembiayaan terintegrasi yang menghubungkan akuntabilitas dengan fleksibilitas operasional, melembagakan kemitraan industri, mendukung manajemen risiko produksi, dan memperkuat keberlanjutan pendidikan vokasi berbasis produksi. Kata kunci: Inkoherensi sistemik; Kemitraan industri; Pembelajaran berbasis produksi; Pembiayaan pendidikan vokasi; Teaching Factory perikanan dan kelautan.

McKinsey 7S Framework for Value-Based Institutional Branding in Educational Organizations: A Case Study of an Indonesian Pesantren Prihatin, Eka; Oktaviani, Firyal Fatin; Dikdik, Asep; Sururi, Sururi; Kurniatun, Taufani Chusnul; Bakar, Abu
Educational Leadership and Management Journal Vol. 4 No. 2 (2026): July - December 2026 (In Progress)
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ws6vhz55

This study investigates how a corporate strategic framework, the McKinsey 7S model, was adapted to integrate Islamic organisational values within an Indonesian pesantren, and what this adaptation process reveals about value-framework integration in mission-driven institutions. Using a qualitative case study design, data were collected from nine purposively selected participants (VP1–VP4, T1, ES1, AL1, P1, S1) through triangulated observations, interviews, and document analysis, and analyzed with ATLAS.ti software using thematic coding guided by the McKinsey 7S elements. This integration was accomplished through three mechanisms: semantic alignment (adapting framework terminology to Islamic concepts), process modification (incorporating shura consultation into decision-making), and metric integration (measuring character development alongside academic achievement). Challenges emerged in staff resistance, resource allocation, and ongoing tensions between operational efficiency and Islamic consultative decision-making. Applicant data showed a two-year net change from 1,001 to 1,073 (a 7.2% increase across 2021–2023, inclusive of a 2022 decline), contextualised as institutional trajectory data rather than a causal outcome of the framework. The novelty of this research lies in the inductive development of a Value-Driven Framework Adaptation Model (VDFAM) from this single case, presented as a set of propositions requiring testing in other institutional contexts before transferability can be established. These findings contribute to educational management science by offering an empirically grounded account of how a Western management instrument was made acceptable within a pesantren through a process of systematic value harmonisation, providing both theoretical extension and practical guidance for mission-driven institutions navigating the tension between authenticity and competitiveness.

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