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All Journal Journal of Vocational Education Studies (JOVES) Open Global Scietific Journal
Abdul Rohman
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Education Engineering Environmental Science Social Sciences Other

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Learning of Renewable Energy Sources in Elementary School Based on Digital Abdul Rohman; Asep Bayu Dani Nandiyanto
Open Global Scientific Journal Vol. 1 No. 1 (2022): Open Global Scientific Journal
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (208.257 KB) | DOI: 10.70110/ogsj.v1i1.6

Abstract

The purpose of this study was to analyze the understanding and knowledge of energy sources from the definition, types and benefits of using digital-based learning methods. This research was conducted on grade elementary school students in the city of Pandeglang, Indonesia using 20 question questionnaires as the object of assessment, the questionnaire was distributed at the first meeting and continued with material at the next meeting then at the final meeting the students would fill out the questionnaire again. The same as the evaluation material. The question questionnaire was distributed through social media such as whatsapp and manually using writing paper. These results indicate that the scores obtained by the students showed an increase. This proves that the students already know the basic material that has been given and understand the material that has been taught at the previous meeting. The material taught about renewable energy sources is the meaning of renewable energy, types of renewable energy, the use of renewable energy and how to save energy. The main reason for the success in this research is that the material is given to students using powerpoint media which is packaged in an attractive way so that students are enthusiastic about learning, besides that, each meeting will be filled with discussion sessions and activities to watch learning videos obtained through YouTube media which aims to to increase students’ knowledge about renewable energy sources. With this learning method, students are more enthusiastic in doing learning as evidenced by students who are actively answering the questions that have been asked.
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.
Co-Authors Asep Bayu Dani Nandiyanto Tuti Suartini