Article Per Year (5 Year)
p-Index From 2021 - 2026
1.197
P-Index
This Author published in this journals
All Journal INFORMASI Jurnal Penelitian Pendidikan IPA (JPPIPA) JITTER (Jurnal Ilmiah Teknologi Informasi Terapan) Journal of Vocational Education Studies (JOVES) Journal of Social Studies (JSS)
Tuti Suartini
Departemen Pendidikan Teknik Elektro, Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mechanical Engineering Physics Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
Improvement of a cashing trainer assembly methodology for FPGA development in vocational education students Tuti Suartini; Sri Lestari Harja; Aan Sukandar
Journal of Social Studies (JSS) Vol 18, No 2 (2022): Journal of Social Studies (JSS)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jss.v18i2.53195

Abstract

Learning media is defined as a tool used in conveying learning messages to students. Teachers or lectures can use the media to stimulate thoughts, feelings, attention and abilities or skills, and one of them is the use of trainers. The development board FPGA  of trainer tools for skill learning in digital technology-based vocational education today has been a problem that obstructs the growth of experts in high-tech-based vocational field.The Spartan development board and its software can be used to elaborate the improvement of skill learning. This research analyse how the development board can be used to enhance students’ thinking skill. The trainer tools in the market lately are still in the form of a mother board that can be interfaced with various devices commonly used to perform various digital automation technology. This study elaborates the use of the cashing trainer assembly among electrical engineering students and mechanical engineering students in a joint project to assembly a development mother board.The learning media is also used in group training among the peers.Based on trials and observations made by researchers, the students as the object of research results, have not performed optimally to combine planning of cashing trainer assembly methodology and practice in the assembly.
PELATIHAN MICROSOFT OFFICE SPECIALIST (MOS) POWER POINT SEBAGAI MEDIA PEMBELAJARAN UNTUK GURU SMKN 1 CISARUA DALAM ERA INDUSTRI 4.0 Mariya Al Qibtiya; Dadang Lukman Hakim; Bambang Trisno; Budi Mulyanti; Yadi Mulyadi; Tuti Suartini; Elih Mulyana; Wawan Purnama; Aip Saripudin; Silmi At Thahirah Al Azhima; Roer Eka Pawinanto; Nurhidayatulloh Nurhidayatulloh
Jurnal Ilmiah Teknologi Infomasi Terapan Vol. 9 No. 1 (2022)
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/jitter.vol9.iss1.2022.957

Abstract

The era of industrial disruption has had many influences on human life, this has also affected the world of education. One way to improve teacher competence in the industrial revolution 4.0 era is to equip teachers with global scale capabilities, namely Microsoft Office Specialists or MOS. From these problems, our training took the initiative to hold Microsoft Office Specialist (MOS) Power Point Activities for vocational/high school teachers in the city of Bandung. This training adapts the Goad training model, namely this model consists of several cycles including: (1) training needs analysis; (2) training approach design; (3) development of training materials; (4) implementation of training; (5) evaluation and updating of training.
The influence of the use of website-based learning media on engineering drawing materials Tuti Suartini; Aan Sukandar; Fikran Fauzul Zadi; Anggraili Salsabila Fikadinda; Wahid Maulana
Informasi Vol 52, No 2 (2022): Informasi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/informasi.v52i2.53194

Abstract

The era of digitalization actually offers various conveniences. Learning can be done through various methods, not only conventional methods. The widespread use of the internet network must be utilized optimally in various fields. So that digital technology is very functional today to do online learning. The influence of the production of learning media with website-based technology on responses to the learning activities of the Engineering Drawing course, Mechanical Engineering Education Department. Learning media used through the web aims to be used as alternative teaching materials in the learning process in the hybrid learning era. The technology used allows users to access it on any device that has an internet network without having to eat up storage on the device, because the media only uses the internet network to access it. In the research conducted using quantitative descriptive methods. The results showed that the media user response results obtained a percentage of 80.54% which could be categorized as very good. Based on the conclusions of the research results, this web-based learning media is feasible to use because it can help the teaching and learning process both offline anoonline
Dari Kelas ke Industri: Apa yang Benar-Benar Meningkatkan Green Skills di Sekolah Menengah Kejuruan (SMK) Indonesia? Dimas Aulia Saputra; Tuti Suartini; Tiara Maulida Yanti; Sri Lestari Harja; Sri Alvina Damayanti
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13244

Abstract

Indonesia's green transition requires vocational graduates who are not only technically competent, but also possess green skills (GS) in the cognitive (CC), interpersonal (IC), and intrapersonal (IaC) domains. This study aims to map the level of GS, patterns between domains, and learning factors in Indonesian vocational education by conducting a quantitative secondary synthesis of five Scopus-indexed studies (2015-2025). The methods used include structured book coding, metric harmonization, and the SWiM framework with voice calculation based on effect direction (↑, →, ↓, NR). The results show a gap between students and teachers: the average GS scores of students (2.188-2.594) were lower than those of teachers (2.242-2.917), with two of the three studies placing student GS in the low category. One intervention module showed a moderate improvement (N gain = 0.4; average score from 46.7 to 73.3). IC was consistently positive (3 out of 3 studies ↑), IaC was mixed (2 positive, 1 negative), and CC was varied (1 positive, 1 neutral, 1 negative). A survey of 562 Islamic vocational school students showed a positive relationship between religious and environmental values and GS. These findings highlight the importance of GS modules, values-based education, and green school culture.
Pengembangan Green Skills dalam Model Pembelajaran Teaching Factory Tiara Maulida Yanti; Tuti Suartini; Dimas Aulia Saputra; Mustika Nuramalia Handayani
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.13832

Abstract

Vocational education in Indonesia faces challenges in preparing graduates who are aligned with the needs of industries transitioning toward a green economy. This study aims to examine the effectiveness of integrating green skills into the Teaching Factory (TeFa) learning model in the Agricultural Product Processing Program at SMKN PP Lembang. The study employed a quasi-experimental approach using a one-group pretest-posttest design involving 31 students. The intervention was implemented through the modification of TeFa work instructions by embedding five green skill dimensions: environmental awareness, innovation, communication, adaptability, and waste management. Data were collected through pretest and posttest assessments and student perception questionnaires, and were enriched by input from industry assessors as contextual validation of competency applicability in the workplace. The results showed that the students’ mean score increased from 63.23 to 84.62, with an N-Gain score of 0.57, indicating moderate effectiveness. The most notable improvements were found in environmental awareness and innovation. These findings indicate that integrating green skills into TeFa work instructions is effective in improving student competencies and strengthening the relevance of vocational learning to sustainability-oriented industrial demands.
Digital Transformation Factors Affecting Vocational Students’ Learning Outcomes: Toward a Comfort-Centered Model Abdul Rohman; Tuti Suartini
Journal of Vocational Education Studies Vol. 9 No. 1 (2026): Vol 9 No 1
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v9i1.12358

Abstract

The accelerated evolution of digital technology during the Fourth Industrial Revolution has revolutionized vocational education, requiring not just technical competence but also digital and emotional adaptability. This investigation aims to develop a comfort-based model that mediates technology comfort in mediating digital preparedness, infrastructure support, technical obstacles, and learning outcomes among vocational learners. An explanatory sequential mixed-methods design was adopted, incorporating quantitative correlation studies and qualitative interviews with 59 students and 7 participants for triangulation. Quantitative findings indicated significant positive correlations between digital preparedness (r = 0.346, p < 0.05) and infrastructure support (r = 0.312, p < 0.05) with technology comfort, while technical obstacles reflected a weak and non-significant negative association (r = -0.251, ns). In addition, technology comfort significantly correlated with learning outcomes (r = 0.417, p < 0.01), substantiating its mediating function. The qualitative findings identified students' emotional experience, usability experience, and adaptive confidence as key elements of comfort. The study broadens the scope of the Extended Educational Technology Acceptance Model (EETAM) by incorporating affective processes consistent with Self-Determination Theory. This investigation identifies that promoting emotional comfort with digital support-based pedagogy can encourage students' engagement and learning ability in vocational education.
Digital Competence of Vocational Teachers in the Industrial Era 4.0: Literature Analysis with the PRISMA Approach Gin Gin Jeni Purnama; Tuti Suartini; Saripudin Saripudin
Journal of Vocational Education Studies Vol. 9 No. 1 (2026): Vol 9 No 1
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/joves.v9i1.13758

Abstract

Rapid technological advancements have transformed many aspects of education, including the vocational learning environment. Teachers in vocational schools are expected to master digital skills to support the learning process and meet the demands of the evolving workforce. However, the digital competence of vocational educators remains uneven and often underdeveloped in many regions. This study aims to systematically review current research on teachers’ digital competence in vocational education. The study focuses on identifying key themes, trends, and challenges discussed in the current literature to provide a clearer understanding of the field. The method used in this study is a Systematic Literature Review. A total of 1,250 articles were identified through database searches and manual references. After removing duplicates and irrelevant studies, 10 articles were selected for in-depth analysis. The selection process followed the PRISMA framework to ensure transparency and reliability. The study findings revealed that vocational teachers are increasingly aware of the need to develop digital skills. However, many still struggle due to limited access to digital devices, lack of training opportunities, and low institutional support. The most frequently emphasized competencies include digital pedagogy, the ability to use educational technology, and the ability to create digital learning content. In conclusion, improving digital competence among vocational teachers requires more than individual efforts. Strong institutional support, regular training programs, and stronger links between schools and industry are needed.
Co-Authors Aan Sukandar Abdul Rohman Aip Saripudin Anggraili Salsabila Fikadinda Bambang Trisno Budi Mulyanti Dadang Lukman Hakim Dimas Aulia Saputra Elih Mulyana, Elih Fikran Fauzul Zadi Gin Gin Jeni Purnama Mariya Al Qibtiya Mustika Nuramalia Handayani Nurhidayatulloh Nurhidayatulloh Roer Eka Pawinanto, Roer Eka Silmi At Thahirah Al Azhima Sri Alvina Damayanti Sri Lestari Harja Tiara Maulida Yanti Wahid Maulana Wawan Purnama Yadi Mulyadi