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All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Advances in Applied Sciences International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Jurnal Penelitian Fisika dan Aplikasinya (JPFA) TELKOMNIKA (Telecommunication Computing Electronics and Control) Journal of Education and Learning (EduLearn) Indonesian Journal of Science and Technology ELECTRANS INVOTEC SEJ (Science Education Journal) Momentum: Physics Education Journal Jurnal Moral Kemasyarakatan JITTER (Jurnal Ilmiah Teknologi Informasi Terapan) JPF : JURNAL PENDIDIKAN FISIKA Psychology, Evaluation, and Technology in Educational Research Journal of Vocational Education Studies (JOVES) Indonesian Journal of Computing, Engineering, and Design Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Environment and Sustainability Education Jurnal Penelitian Pendidikan Indonesia Journal of Vocational, Informatics and Computer Education Jurnal Abmas Open Access DRIVERset Curricula: Journal of Curriculum Development Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Ade Gafar Abdullah, Ade Gafar
Universitas Pendidikan Indonesia, Indonesia
Arts Humanities Astronomy Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Flight supervision and pilot training standards: a study of international aviation regulations Heni Puspita; Ade Gafar Abdullah; Agus Setiawan; Isma Widiaty; Ike Yuni Wulandari; Johanes Adi Prihantono; Erlian Supriyanto
International Journal of Advances in Applied Sciences Vol 15, No 3: September 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijaas.v15.i3.pp1203-1213

Abstract

This paper analyzes variations in pilot training and licensing policies across four major organizations: the International Civil Aviation Organization (ICAO), the Federal Aviation Administration (FAA), the European Union Aviation Safety Agency (EASA), and the Directorate General of Civil Aviation (DGCA) of Indonesia. The main issue here is the impact of contradictory training pathway requirements, flight hours, simulator requirements, language proficiency requirements, and instructor qualification requirements on aviation safety, license transferability, and the construction of the pilot training system in Indonesia. This study employs a qualitative research design, combining a systematic literature review with regulatory comparative analysis. The findings demonstrate that the prescriptive and competency-based model is most prevalent in EASA, where simulation and multi-crew requirements are widely applied; whereas in the FAA, the emphasis is more on total flight experience and rules related to 1,500 hours; and in the Civil Aviation Safety Regulations (CASR), there is minimal implementation but overall consistent with ICAO minimum. The paper finds that the country must progressively harmonize with modern ICAO, EASA, and FAA standards of good practice, prioritizing competency-based training (CBT), fatigue risk management, simulator capacity, and instructor professionalization to enhance safety performance and international recognition.
Mentor Assignment And Digital Teaching Practice Among Early-Career Teachers In Five Asian Education Systems Reza Nugraha; Ade Gafar Abdullah; Ida Hamidah; Rhezwan Dhaifullah Romdhoni
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.1405

Abstract

Purpose – Mentoring may support early-career teachers’ digital classroom practice, but school-level provision does not establish whether an individual teacher has a current mentor. This study examined provision, current mentor assignment, and digital practice across five Asian education systems. Methods – We linked principal and teacher records from the Teaching and Learning International Survey (TALIS) 2024 lower-secondary sample in Japan, Korea, Shanghai (China), Singapore, and Viet Nam. Estimates used final weights and 100 Fay-adjusted balanced repeated replication weights; pooled models gave each system equal aggregate weight. Findings – Provision did not consistently correspond to individual assignment. Among 1,995 teachers with valid assignment and digital-practice data, current assignment was associated with higher whole-class digital instruction (B = 0.42) and individualized digital instruction and assessment (B = 0.36); both associations met the Bonferroni-adjusted threshold. Interaction tests did not detect between-system heterogeneity. In the Form B sensitivity analysis, the whole-class association persisted (B = 0.50, p = .003), but the individualized estimate was not statistically detectable (B = 0.27, p = .107). The association with intended career continuation varied across systems. Research implications – Policymakers should record whether teachers receive an assignment and whether mentoring covers digital pedagogy; program availability alone cannot establish either. Originality – Linking principal and teacher reports within schools separates school-level provision from current assignment when examining digital teaching practice. However, these cross-sectional associations do not establish causal effects.
Identification of Green Competency Needs in Vocational Education Curriculum Development based on Simple Additive Weighting Latif, Muh Abdul; Widiaty, Isma; Abdullah, Ade Gafar
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 9, No. 3
Publisher : citeus

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

Abstract

Global environmental sustainability issues have driven the transformation of vocational education to integrate green competencies that are relevant to the needs of the green industry. This study aims to identify the need for green competencies in the development of vocational education curriculum using the Simple Additive Weighting (SAW) method. This method helps in decision making from various different perspectives (such as teachers, students and industry) so that it needs to be generalized. This SAW method produces a ranking of competency elements based on the level of importance as a recommendation in developing a vocational education curriculum based on green competencies =. The research was conducted through data collection from literature, surveys to stakeholders (teachers, students, and industry). Data collection was carried out online via google form and 1022 respondents participated in this study. The identification results show that the aspects of "being able to provide solutions to environmental problems", being able to be responsible for environmental sustainability, and communication skills are the main needs that need to be developed/integrated into the curriculum. The implications of this study can be a recommendation or reference in designing a vocational education curriculum based on green competencies that not only meet the needs of the labor market but also support the SDGs.
Transmisi budaya antargenerasi: Pelatihan membatik sebagai strategi untuk memperkuat identitas budaya di kalangan pelajar diaspora Indonesia di Jerman Isma Widiaty; Cica Yulia; Ade Gafar Abdullah; Ari Arifin Danuwijaya; Muktiarni Muktiarni; Raya Sulistyowati; Irma Rachmawati Maruf; Haen Muhaemanurrohmah; Desyane Ramadhina Sari
Jurnal Abmas Vol. 26 No. 2 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v26i2.796

Abstract

Young Indonesian diaspora members in Germany face cultural erosion because they have limited access to structured heritage learning. This overseas community service program (Pengabdian kepada Masyarakat Luar Negeri/PkM-LN) aimed to facilitate intergenerational cultural transmission and strengthen diaspora students' cultural identity through shibori batik training. The Shibori Batik Workshop was held from 11-16 June 2026 at Otto von Guericke University (OvGU) Magdeburg, Germany, through collaboration among three Indonesian universities, UPI, Unesa, and Unpas, using Community-Based Participatory Action Research (CBPAR) and experiential learning. Researchers selected 22 students using criteria-based purposive sampling (total sampling), facilitated by UPI graduate students in Technology and Vocational Education. We measured effectiveness with pre- and post-tests of 30 multiple-choice items covering shibori techniques, batik's cultural values and philosophy, the creative economy, cultural diplomacy, and the SDGs. On average, all participants improved. The program also produced shibori works by all participants, explored a joint textile-craft module with OvGU, and expanded European partnership networks. Batik training proved effective as a medium of cultural transmission and an instrument of cultural diplomacy.
Global Trends in AI Research in Vocational Education: A Bibliometric Analysis 2020–2025 Wawan Eko Putra; Ade Gafar Abdullah; Saripudin Saripudin
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.v9i2.15357

Abstract

This study systematically maps the global development of research on the integration of artificial intelligence (AI) in vocational education through bibliometric analysis. Using the Scopus database, 426 publications from 2020–2025 were analysed with Bibliometrix and VOSviewer. The findings indicate rapid publication growth, with a compound annual growth rate (CAGR) of 40.7%, particularly during 2024–2025. Conference papers accounted for 44.3% of publications, suggesting that the field remains in an exploratory stage. China led research output with 160 publications (37.6%), while the United States and India achieved higher citation impact per article. Four major research clusters were identified: Teaching and Learning, Technology Integration, Skills Development, and AI Methods. The Skills Development cluster emerged as a key research frontier, focusing on personnel training, employment, and competency-based assessment. Significant research gaps remain, including limited empirical impact studies, insufficient contextual research in developing countries, and the need for more systematic investigations of AI-based assessment of practical vocational skills.
Shaping Awareness, Competence, and Application of Digital Security in Teacher Learning: A Systematic Literature Review Yudi Setiawan; Ade Gafar Abdullah; Haipan Salam
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.v9i2.16211

Abstract

This systematic literature review examined teachers’ digital security awareness, competencies, and implementation practices in educational settings. Guided by PRISMA and the PICOCS framework, the study analyzed publications from Scopus and Google Scholar between 2012 and 2024. Of 526 identified records, 47 studies met the inclusion criteria and passed quality assessment. The findings showed that teachers generally possessed adequate awareness of basic digital security threats, such as viruses and phishing, but had limited understanding of advanced security practices. Three key competency domains were identified: technical knowledge, pedagogical skills, and professional attitudes. The implementation of digital security in teaching was often inconsistent due to inadequate training, limited resources, and insufficient institutional support. A significant gap remained between teachers’ awareness and their practical application of security measures. The review highlights the importance of targeted professional development and stronger institutional support to improve digital security literacy and educational practice among teachers.
Co-Authors ., Ana Aam Hamdani, Aam Adjei, Albert Agung Pramudiantoro Putra Agus Setiawan Ahmad Fauzi Aip Saripudin Al Husaeni, Dwi Fitria Almira Hery Setiorini Amay Suherman Amelia, Nia Ampimah, Benjamin Chris Ana Ana Anna Permanasari Ari Arifin Danuwijaya Arief Yanto Rukmana Asep Bayu Dani Nandiyanto Bünning, Frank Bonsu, Prince Osei- BUDI GUNAWAN Budi Harto Budi Harto Budi Mulyanti Budi, Agus Heri Setya Cica Yulia Dadang Lukman Hakim Dedi Rohendi Desyane Ramadhina Sari Dhina, Meiry Akmara Didin Wahyudin Didin Wahyudin Diky Zakaria Djohar, As'Ari Edgard Altamerano Ferdinand Eka Fitrajaya Rahman Eki Nugraha Emmanuel Obobi Tettehfio Erfan Handoko Erik Haritman Erlian Supriyanto Erna Piantari Excel Thrive Valerian Haryanto Fauziah, Silmi Farhah Galura Muhammad Suranegara Haen Muhaemanurrohmah Harnani, Nining Hasbullah Hasbullah Hasbullah Hasbullah Heni Puspita Hestiningtyas Yuli Pratiwi HR. Aam Hamdani Ida Hamidah Ida Kaniawati Ike Yuni Wulandari Indriyani Rachman Ira Herli Khoeriah Isma Widiaty Iwan Kustiawan Johanes Adi Prihantono Kaprisma, Hendra Krisnoputri, Bella Az Zahra Kristanti Diana Malo L Liliasari Lala Septem Riza Latif, Muh Abdul Liliasari , Lilik Hasanah Lilis Widaningsih, Lilis Lita Akhimelita Lukman Hakim, Dadang Maman Somantri Mindit Eriyadi Mokhamad Syaom Barliana Mokhamad Syaom Barliana Muhammad Adli Rizqulloh Muhammad Afif Auliya Muhammad Aziz Muhammad Aziz Muhammad Nur Huda Muhammad Nur Hudha Muhammad Raihan Ramadhan Muktiarni, Muktiarni Mupita, Jonah Nabila Andara Dwitasari Nada Sadida Neris Peri Ardiansyah Nur Adillawati Kosim Saputri Prasetya, Eka Rima Quienera Joshua R. Irma Rachmawati, R. Irma Ramadhan Islami, Aditya Ratmono, Barito Mulyo Raya Sulistyowati Rena Zaen Resa Pramudita Resti Fauziah, Resti Reza Nugraha Rhezwan Dhaifullah Romdhoni Ridma Meltareza Rifki Destrizal Nugraha Roer Eka Pawinanto, Roer Eka Rosi Oktiani Rosmiati Rosmiati Rosmiati Rosmiati Rudi Haryadi, Rudi Sabila Fauziyya Salam, Haipan Sandy Bhawana Mulia Saputra, Dede Irawan Satriawan, Muhammad Sherly Rahmawati Sherly Rahmawati Siscka Elvyanti Siscka Elvyanti, Siscka Suamrdi, Kamin Subekti, Eri Sugeng Rifqi Mubaroq Sugianto, Dony Sulaeman Deni Ramdani Sumarto Sumarto Supriyanto Supriyanto Wasimudin Surya Saputra Wawan Eko Putra Wawan Setiawan Wawan Setiawan Wawan Setiawan Yadi Mulyadi Yuda Muladi, Yuda Yudi Setiawan Yudi Setiawan Yundari, Yundari