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All Journal Teknologi dan Kejuruan: Jurnal teknologi, Kejuruan dan Pengajarannya Jurnal Pendidikan Vokasi Telematika Indonesian Journal of Science and Technology Journal of Mechanical Engineering Education (Jurnal Pendidikan Teknik Mesin) VANOS Journal of Mechanical Engineering Education INVOTEC Jurnal Taman Vokasi Jurnal Dimensi Pendidikan dan Pembelajaran MUST: Journal of Mathematics Education, Science and Technology JUTIK : Jurnal Teknologi Informasi dan Komputer Jurnal Teknologi Informasi dan Pendidikan INAQUE: Journal of Industrial & Quality Engineering Journal of Vocational Education Studies (JOVES) Indonesian Journal of Electrical Engineering and Computer Science Jurnal Teknik Industri Terintegrasi (JUTIN) Journal of Industrial Engineering and Operation Management (JIEOM) Didaktika: Jurnal Kependidikan Industrika : Jurnal Ilmiah Teknik Industri Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Bisnis, Logistik dan Supply Chain JURNAL PERMADI: PERANCANGAN, MANUFAKTUR, MATERIAL DAN ENERGI Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Insinyur Profesional Jurnal Teknologi dan Manajemen Industri Terapan Jurnal Riset Rumpun Ilmu Teknik (JURRITEK) Journal Industrial Engineering and Management (JUST-ME) Language, Technology, and Social Media International Journal of Educational Practice and Policy Jurnal Abmas Open Access DRIVERset Inovasi Kurikulum
Mumu Komaro
Universitas Pendidikan Indonesia
Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Bibliometric Mapping of Vocational Teacher Adaptation in the Era of Industry 4.0: An Analysis of 315 Scopus Documents (2016–2026) Lukman Arhami; Isma Widiaty; Lukman Arhami; Isma Widiaty; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.9

Abstract

Background of study: The advance of Industry 4.0, artificial intelligence (AI), and digital transformation has reshaped Technical and Vocational Education and Training (TVET) and requires vocational teachers to develop adaptive capacities aligned with twenty-first-century learning demands, yet the knowledge structure and research direction in this area have not been comprehensively mapped. Aims and scope of paper: This study analyzes the intellectual structure, developmental trends, and thematic clusters of research on vocational teacher adaptation. Methods: A total of 315 Scopus-indexed documents, exported in RIS format on 19 July 2026, were examined through performance analysis and science mapping using VOSviewer version 1.6.18. Result: Publication output increased sharply, with more than half of the documents (163 publications) issued in 2025–2026. China, Indonesia, and Malaysia were the most productive countries, although international collaboration remained relatively low at 18.4%. Co-occurrence analysis of 91 keywords identified six clusters within a densely connected network (1,506 links; total link strength = 4,908), covering skills transformation in the Industry 4.0 era, digital competence and literacy, machine learning in engineering education, employability and AI-supported training, adaptive learning and professional development, and digital learning delivery technologies. Research attention remains dominated by learners such as students and apprentices, whereas vocational teachers, the principal actors of technological adaptation, receive limited attention. Conclusion: The field is growing rapidly but remains thematically imbalanced; future research should prioritize the adaptive capacity of vocational teachers, particularly in the Indonesian context, and strengthen international collaboration to enrich scholarly development in TVET.
Digital Maestros: Dissecting the Seven Crucial Dimensions of Digital Literacy Competencies for Vocational Teachers' Digital Creativity Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.1

Abstract

Digital transformation in vocational education requires a reconceptualization of teacher competencies, but a comprehensive understanding of digital creativity literacy competencies is still limited. This study aims to analyze the conceptualization of digital creativity literacy competencies in the context of vocational education, identify the main dimensions that shape them, and explore effective development models to improve these competencies in vocational teachers. A systematic literature review (SLR) was conducted on 12 recent publications (2023-2025) from the Scopus database using the PRISMA approach with strict inclusion and exclusion criteria. The results of the analysis reveal the evolution of the concept from a technocentric understanding to a multidimensional construct that integrates technical, creative, and pedagogical aspects. Seven competency dimensions were identified, including technical/operational (92%), creative/production (100%), pedagogical (100%), critical/evaluative (83%), social/collaborative (75%), ethical/responsibility (67%), and cultural/contextual (58%), which vary significantly between vocational fields (engineering, business, health). Four competency development models were identified (Spiral, Ecosystem, Modular, Project-based), with practice-based and contextual approaches proving to be the most effective. The study contributes by providing a comprehensive framework to inform education policy, the development of vocational teacher education curricula, and differential professional improvement programs according to the specific context of the vocational field.
From Technology-Driven Engagement to Learning Effectiveness: A Systematic Literature Review of Mobile Learning in Higher Education Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.14

Abstract

This study aims to explore student interest, satisfaction, effectiveness, and the supporting factors and challenges of mobile learning in higher education. Using the Systematic Literature Review (SLR) method with the PRISMA strategy, it analyzes articles published between 2015-2025 from Scopus, Science Direct, Taylor and Francis, and Eric. The keywords included “mobile learning”, “m-learning”, “android-based”, and “higher education”. Out of 1,919 articles found, 42 met the inclusion and exclusion criteria for analysis. Findings reveal that student interest in mobile learning grows with technological advancements. Students are generally satisfied with the user-friendly interface, and most find m-learning effective for education. Key success factors include engaging and relevant content design. However, challenges such as data security, privacy, and integration into formal curricula persist. Further research is needed to examine the availability of supportive technology in educational institutions to enhance mobile learning experiences.  
Bibliometric Mapping of Vocational Teacher Adaptation in the Era of Industry 4.0: An Analysis of 315 Scopus Documents (2016–2026) Lukman Arhami; Isma Widiaty; Lukman Arhami; Isma Widiaty; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.9

Abstract

Background of study: The advance of Industry 4.0, artificial intelligence (AI), and digital transformation has reshaped Technical and Vocational Education and Training (TVET) and requires vocational teachers to develop adaptive capacities aligned with twenty-first-century learning demands, yet the knowledge structure and research direction in this area have not been comprehensively mapped. Aims and scope of paper: This study analyzes the intellectual structure, developmental trends, and thematic clusters of research on vocational teacher adaptation. Methods: A total of 315 Scopus-indexed documents, exported in RIS format on 19 July 2026, were examined through performance analysis and science mapping using VOSviewer version 1.6.18. Result: Publication output increased sharply, with more than half of the documents (163 publications) issued in 2025–2026. China, Indonesia, and Malaysia were the most productive countries, although international collaboration remained relatively low at 18.4%. Co-occurrence analysis of 91 keywords identified six clusters within a densely connected network (1,506 links; total link strength = 4,908), covering skills transformation in the Industry 4.0 era, digital competence and literacy, machine learning in engineering education, employability and AI-supported training, adaptive learning and professional development, and digital learning delivery technologies. Research attention remains dominated by learners such as students and apprentices, whereas vocational teachers, the principal actors of technological adaptation, receive limited attention. Conclusion: The field is growing rapidly but remains thematically imbalanced; future research should prioritize the adaptive capacity of vocational teachers, particularly in the Indonesian context, and strengthen international collaboration to enrich scholarly development in TVET.
EVALUASI PEMASOK SELADA MENGGUNAKAN METODE MCDM FUZZY AHP DAN TOPSIS PADA SPPG BABAKAN CIPARAY BABAKAN 002 Fauzan Suryoputro; Mumu Komaro; Saskia Puspanikan
Inaque : Journal of Industrial and Quality Engineering Vol 14 No 1 (2026): Inaque April 2026
Publisher : Teknik Industri Unikom

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34010/iqe.v14i1.20834

Abstract

The availability of fresh lettuce as a perishable product at SPPG Babakan Ciparay Babakan 002 heavily relies on supplier performance. Quality instability, delivery delays, and the risk of food loss represent the primary obstacles in the procurement supply chain. This study aims to determine the priority weights of evaluation criteria and to evaluate and rank the performance of alternative lettuce suppliers using an integrated Multi-Criteria Decision Making (MCDM) approach, combining Fuzzy Analytical Hierarchy Process (Fuzzy AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). The study involved three key decision-makers (purposive sampling) and evaluated three alternative suppliers (Supplier A, B, and C) based on product quality, price, delivery timeliness, and food loss. The evaluation utilized organoleptic assessments, historical price data, delivery logs, and food loss records from February to April 2026. The Fuzzy AHP results revealed that Product Quality is the highest priority criterion with a weight of 0.5068 (50.68%), followed by Food Loss at 0.4113 (41.13%), and Delivery Timeliness at 0.0820 (8.20%). Furthermore, the TOPSIS ranking results indicated that Supplier C achieved the highest rank with a Closeness Coefficient (CCi) of 0.8174, followed by Supplier A (CCi = 0.5462), and Supplier B (CCi = 0.3752). Supplier C is recommended as the optimal choice due to its superior performance in minimizing food loss (5.15%) and achieving perfect delivery timeliness (100%). These findings provide a systematic and objective decision-making foundation for fresh food procurement.
Defining, Operationalizing, and Measuring Generative AI Competence among Vocational Teachers: A Scoping Review Husni Mubarok; Yeyet Rostika; Mumu Komaro; Saripudin
International Journal of Educational Practice and Policy Vol. 4 No. 3 (2026): August-September 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i3.1182

Abstract

Generative artificial intelligence (GenAI) tools such as ChatGPT have spread quickly enough that teachers are now widely expected to develop competence in applying these technologies to instruction. Technical and vocational education and training (TVET) faces this pressure with particular force, since its teachers must simultaneously satisfy pedagogical demands, keep pace with rapidly changing technology, and stay aligned with industry practice. Research on "generative AI competence," however, has not kept these demands in a coherent frame: overlapping labels among them AI literacy, AI self-efficacy, and AI TPACK are applied inconsistently across studies, leaving the construct conceptually fragmented. Using an established scoping-review framework and reporting the process per PRISMA ScR guidance, this review charted how generative AI competence among vocational teachers has been defined, operationalized, and measured in the Scopus Q1 indexed literature published between 2021 and 2026. A structured search of five databases plus citation tracking sources identified 222 records, 28 of which all Scopus Q1 indexed satisfied the eligibility criteria after screening. Definitions in this set span a wide range, from narrowly tool specific notions such as prompt engineering competence to broad, multidimensional constructs embedded in knowledge based frameworks such as Intelligent TPACK. Operationalization efforts cluster around adaptations of three frameworks the UNESCO AI Competency Framework for Teachers, DigCompEdu, and various TPACK derived models while measurement has relied almost exclusively on self report Likert instruments; only a single instrument has been validated specifically on a vocational-teacher sample. Taken together, these patterns indicate that generative AI competence for vocational teachers remains comparatively under-theorized and under measured next to its counterpart in general education. To help close that gap, the review proposes a three layer integrative model encompassing foundational AI literacy, pedagogical technical integration, and an industry aligned contextual layer intended to guide future instrument development and the design of professional training.
Co-Authors A. Ana Aam Hamdani, Aam Abdul Sori, Abdul Aceng Sambas Agus Setiawan Agus Solehudin Ahmad Aminudin Ahmad Jatnika Taryadi Ai Mahmudatussa’adah Aip Saripudin Al Husaeni, Dwi Fitria Amay Suherman Amin Solihin, Amin Anjani, Rai Aprianto, Ary Ardipamungkas, Rakensa Satria Ariyano Ariyano, Ariyano As'ari Djohar Asari Djohar As’ari Djohar Aulia Zikri Rahman Ayi Suherman Ayu Permata Sari Bambang Eko Saputro Cahyo Prianto Darmawan Setia Rahayu Dedi Rohendi Dedi Supriawan, Dedi Deny Poniman Kosasih Dian Rudiawan, Dian Doreng, Rollyka Dwi Novi Wulansari Ega Taqwali Berman Eka Fitrajaya Rahman Enda Permana, Enda Enok Mardiah Erna Piantari Fahmi Arif Fajar Falah, Ferdian Fatah, Pipit A Fatra J Purnama, Fatra J Fauzan Firdaus Fauzan Suryoputro Hafidz, Radif A. Hambali, Muhammad W. Hamzah, Bahha Hari Din Nugraha Hendri Sulistyo Hikmawan, Rizki Husain, Wahyu Arief Husni Mubarok Ida Hamidah Ida Hamidah Ihya Sulaiman, Muhamad Yusril Ilyasa, Aditya Nur Ina Yulianti Inu H Kusumah, Inu H Inu H. Kusumah, Inu H. Isma Widiaty Isma Widiaty Ismiyanto, Oka Iwa Kuntadi Kamin Sumardi Kasda, Kasda Khoeruman, Khoeruman Lala Septem Riza Larutama, Wiku Libbya Safha Salsabila Lilis Widaningsih, Lilis Lukman Arhami Lukman Arhami Mada Sanjaya WS Majid, Aldi H Masnah, Siti Laily Maulana, Adryan Nanda Mauludin, Harri Azhari Mohamad Afendee Mohamed Mokhamad Syaom Barliana Muh Yamin Muhammad Deden Aziz Atarmana Muhammad Ibnu Rusydi Muhammad Noor, Ridwan Adam Muhammad Ruslan Maulani Mujiarto Mustafa Mamat Musthafa Kamal, Musthafa Nabila, Khansa Nisa Aulia Saputra Nisaudzakiah Utami Noor, Ridwan A. M. Noor, Ridwan A.M. Noviyana, Kiki Nugraha, Maulana Nugroho, Wisnu Y Ono Wiharna, Ono Panujuh, Panujuh Pratama, Asha I. Pratama, Deden Ramdani Priono, Agus I. Pujangga, Jajang Puradimaja, Herdy Purnawan Purnawan Purnawan Purnawan Puspanikan, Saskia Kanisaa Putri, Dhevina Raysha Putri, Raden N.V. R Syafiar R Syafiar Radityan, Fatwa T. Rahman, Aulia Zikri Reza Angga Nugraha Ricky Cahyasari Putra Ridha, Muhammd R Rifa Khairunnisa Rivaldy, Deries Riyanto, Naufal Hadziky Sandi Setiawan Saprudin, Azbi Ziesha Saripudin Saskia Kanisaa Puspanikan Saskia Kanisaa Puspanikan Saskia Puspanikan Selfia, Meliza Setyo, Bangkit A. Sibarani, Hendra P. Siddiq Darmawan Sidik, Asep Nurfajar Somantri, Cecep Sriyono Sriyono Sriyono, S Subiyanto Subiyanto Suheri, Viraldy Abizar Sujadi Sujadi Sukrawan, Yusep Supriyanto Supriyanto Syafaruddin Siregar, Syafaruddin Tatang Permana, Tatang Toni Kurrokhmat Toni Kurrokhmat Trio Wahyudin, Trio Vina Dwiyanti Virgianto, Gunawan Wahid Munawar Wardaya Wardaya Wendi, Henson Febri Wiku Larutama Wiranegara, Mohammad Rizky Wowo S. Kuswana, Wowo S. Yayat Yayat Yeyet Rostika Yulia Rahmawati, Yulia Zevi M Fratandha, Zevi M