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All Journal EduReligia : Jurnal Pendidikan Agama Islam Journal of Pedagogy and Education Science
Muhammad Mujtaba Asad
Sukkur IBA University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Deep Learning in Vocational Education: A Quantitative Study of Teachers’ Readiness and Implementation Challenges in Lampung, Indonesia Sari Indrayani; Hasan Hariri; Riswandi Riswandi; Handoko Handoko; Muhammad Mujtaba Asad
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001635

Abstract

This study aims to examine the readiness of vocational school teachers in Lampung to implement deep learning pedagogy and to identify the challenges they face in the process. A quantitative descriptive survey design was employed, with data collected from 1,000 public vocational school teachers using a structured questionnaire distributed via Google Forms, and analyzed through descriptive statistics in Microsoft Excel. The findings indicate that teachers demonstrated medium-to-high readiness, with strong results in access to technology (79%), digital competence (75%), integration and implementation (78%), and innovation and evaluation (77%), while collaboration and professional development were relatively weaker (71%), signaling the need for enhanced peer learning and sustained training. The novelty of this study lies in being among the first to map teacher readiness for deep learning pedagogy in vocational education, offering empirical evidence from a large-scale sample. The results have practical implications for policymakers and school leaders to strengthen digital infrastructure, expand professional development programs, and foster collaborative practices that support sustainable adoption of deep learning. Overall, this study contributes to the global literature by confirming teacher readiness as a decisive factor for the successful implementation of deep learning pedagogy and provides context-specific insights to inform future policy and practice in vocational education.
ENHANCING SOCIAL STUDIES LEARNING OUTCOMES THROUGH PROBLEM-BASED LEARNING IN AN ISLAMIC INTEGRATED ELEMENTARY SCHOOL Irwan Satria; Aziza Aryati; Nova Asvio; Muhammad Mujtaba Asad
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14748

Abstract

This study aimed to investigate the influence of spiritual motivation and institutional support on teaching efficacy among volunteer teachers in pesantren across Jambi Province, Indonesia. A cross-sectional survey design was employed, involving 218 volunteer teachers from 24 pesantren. Data were collected using adapted instruments measuring spiritual motivation, perceived institutional support, basic psychological needs satisfaction (autonomy, competence, relatedness), and teaching efficacy. Structural equation modeling (SEM) with partial least squares (PLS-SEM) was used for data analysis. The results reveal that spiritual motivation significantly and positively influenced teaching efficacy (β = 0.39, p < 0.001), both directly and through the mediation of satisfaction of basic psychological needs. Institutional support also exerted a significant positive effect on teaching efficacy (β = 0.31, p < 0.001), primarily mediated by the satisfaction of competence and relatedness needs. The interaction between spiritual motivation and institutional support produced a synergistic effect that enhances the fulfillment of all three basic psychological needs. These findings extended SDT by demonstrating that spiritually grounded intrinsic motivation, when coupled with structured institutional support, creates an optimal motivational ecology for volunteer teachers in faith-based educational settings. The implications of this study indicated that PBL can be used as an effective alternative learning model to improve students’ learning outcomes and social attitudes in Islamic integrated elementary schools
Co-Authors Aziza Aryati Handoko Handoko Hariri, Hasan Irwan Satria Nova Asvio Riswandi, Riswandi Sari Indrayani