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All Journal Jumat Pendidikan: Jurnal Pengabdian Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Atma Inovasia
Satriyo Agung Dewanto
Universitas Negeri Yogyakarta
Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peer-to-Peer Learning (Peerogy) in Electronics Practice Learning: Adaptation of Andragogy and Heutagogy in Vocational High Schools Satriyo Agung Dewanto; Bekti Wulandari; Muhammad Izzuddin Mahali; Bonita Destiana; Fitriani Mediastuti
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1758

Abstract

Vocational electronics education requires learners to integrate theoretical knowledge with practical experience, yet traditional teacher-centered instruction often limits autonomy, collaboration, and meaningful engagement, forming the background of this study. The purpose of the study is to examine how peer-to-peer learning (peerogy) can operationalize andragogical and heutagogical principles in electronics practicum activities. This study employed an embedded case study design at a vocational high school in Yogyakarta. From a broader macro-population of 504 eleventh-grade electronics students and 21 teachers, a focal class of 24 students (structured into six collaborative project teams) was selected via purposive sampling for in-depth qualitative observation, interviews, and artifact analysis across six practicum sessions. The study introduces the Peer-Mediated Pedagogy-Andragogy-Heutagogy (PAH) Transition Model to address dual-layer friction (hardware failure vs. software debugging) in Cyber-Physical Systems instruction. The results show that peerogy facilitates active knowledge sharing, collaborative problem-solving, and reflective practice, supporting the andragogical focus on experience-based and problem-centered learning, while students also demonstrated heutagogical traits such as setting self-determined goals, making independent decisions during practicum work, and evaluating their outcomes autonomously. The conclusions indicate that integrating peerogy with andragogy and heutagogy enhances learner autonomy, critical reflection, and collaborative competence, offering an effective instructional framework for cultivating adaptive, self-directed learners required in the current digital and industrial era.
Peningkatan Kompetensi Guru SMP Negeri 12 Yogyakarta dalam Membuat Bahan Ajar Digital dengan Canva Satriyo Agung Dewanto; Bekti Wulandari; Bonita Destiana; Agus Qomaruddin Munir; Muhammad Resa Arif Yudianto; Dzul Fadli Rahman; Ramadhana Setiyawan
Jurnal Atma Inovasia Vol. 6 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian pada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24002/jai.v6i1.12704

Abstract

Digital transformation requires teachers to be able to develop innovative and interactive teaching materials. However, limited competence in utilizing modern design platforms remains an obstacle at SMP Negeri 12 Yogyakarta. This community service program aims to improve teachers' skills in creating interactive digital teaching materials using the Canva platform. The method utilized was a hands-on workshop with a mixed-methods evaluation approach, including pre-tests, post-tests, product assessments, and feedback questionnaires. The evaluation results showed a significant increase in competence among all participants, as evidenced by a surge in post-test scores, the quality of teaching materials that were functional and visually appealing, and a very positive perception of the benefits and implementation of the training. It was concluded that this training was effective in equipping teachers with practical skills to transform themselves into producers of digital content relevant to 21st-century learning needs.
Pelatihan Inovasi Pembelajaran Vokasional Berbasis Artificial Intelligence untuk Komunitas Guru Sekolah Menengah Kejuruan Kalimantan Utara YOGA SAHRIA; Putu Sudira; Satriyo Agung Dewanto
Jumat Pendidikan: Jurnal Pengabdian Masyarakat Vol. 7 No. 2 (2026): Agustus
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNWAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/39x7k211

Abstract

Teachers in Sekolah Menengah Kejuruan located in remote and underserved districts of North Kalimantan Province face a widening gap between national policy demands for Artificial Intelligence adoption in vocational learning and the limited digital literacy and technological infrastructure available at the school level. This community service program was carried out to strengthen Artificial Intelligence literacy, pedagogical competence, and instructional innovation among vocational teachers affiliated with three partner schools, namely State Vocational School 2 Malinau, State Vocational School 1 Malinau, and the State Agricultural Vocational School of Malinau, in Malinau Regency, North Kalimantan. The program adopted a participatory training and mentoring approach comprising needs assessment, conceptual reinforcement on Artificial Intelligence fundamentals and ethics, hands-on workshops on prompt writing and the use of generative Artificial Intelligence for lesson design, teaching media, and assessment, followed by post-training evaluation. Evaluation data were collected from thirty-two participating teachers using a twenty-item closed questionnaire covering five dimensions, namely Artificial Intelligence literacy, teacher competence in Artificial Intelligence-based instruction, training implementation, vocational learning innovation, and program benefit and sustainability, complemented by five open-ended reflective questions. Results showed an overall mean score of 4.48 out of 5, equivalent to 89.7 percent of the maximum score, with twenty-four of thirty-two teachers, or seventy-five percent, classified in the very good category. The training implementation and innovation dimensions recorded the highest scores, while qualitative findings highlighted unstable internet connectivity, restricted access to paid Artificial Intelligence applications, and strong demand for continued, more intensive hands-on mentoring as dominant themes. The program demonstrates that structured, practice-based training can rapidly elevate vocational teachers' readiness to integrate Artificial Intelligence, provided that infrastructural and sustainability barriers are addressed through continued institutional support.
Co-Authors Agus Qomaruddin Munir Bekti Wulandari Bonita Destiana Dzul Fadli Rahman Fitriani Mediastuti Muhammad Izzuddin Mahali Muhammad Resa Arif Yudianto Putu Sudira Ramadhana Setiyawan Yoga Sahria