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Muhammad Anwar
Universitas Negeri Padang, Indonesia
Education

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MODEL PEMBELAJARAN BLENDED/HYBRID UNTUK MENINGKATKAN KETERAMPILAN PRAKTIK DI TVET: STUDI LITERATUR SISTEMATIS Hirval Hirval; Yusma Elda; Sovandi Marwan; Nizwardi Jalinus; Muhammad Anwar
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1528

Abstract

Objective: Technical and Vocational Education and Training (TVET) plays a crucial role in developing practical skills aligned with industry needs. However, practical learning in TVET often faces challenges such as limited facilities, high operational costs, and a gap between curricula and workplace standards. In the context of digital transformation, blended and hybrid learning models have emerged as innovative solutions that integrate online and face-to-face instruction to strengthen practical skill acquisition. This study systematically synthesizes the application of blended/hybrid learning models in TVET, focusing on identifying the models used, their impact on practical skills, and key implementation factors. Following the PRISMA framework, the review analyzes literature from Scopus, Web of Science, ERIC, and Google Scholar published between 2014 and 2024. Findings show that models such as flipped classroom, rotation model, and enriched virtual model have been variably implemented across global TVET institutions. Blended/hybrid learning has proven effective in enhancing learners’ practical skills—including procedural accuracy, work quality, and workplace safety—provided it is supported by well-structured pedagogical design, adequate digital infrastructure, educator readiness, and strong industry partnerships.
RELEVANSI FILSAFAT PENDIDIKAN DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI SMK PUSAT KEUNGGULAN Indra Jasman; Anwar Sadat; Yulia Fransiska; Nizwardi Jalinus; Muhammad Anwar
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1546

Abstract

Improving the quality of learning in Vocational High Schools (Sekolah Menengah Kejuruan/SMK) is a strategic challenge in strengthening vocational education in Indonesia. The Center of Excellence Vocational School Program (SMK Pusat Keunggulan/SMK PK) has been introduced as a transformative initiative to enhance the relevance of vocational education to industry needs and technological development. However, the success of this program is not determined solely by technical and policy aspects, but also by the philosophical foundations that guide teaching and learning practices. This article aims to examine the relevance of educational philosophy in improving learning quality within the context of SMK Pusat Keunggulan. The study employs a literature review method with an analytical and reflective approach to educational philosophy and vocational education practices. The findings indicate that educational philosophy—particularly pragmatism, progressivism, and humanism—provides a normative and conceptual foundation for contextual, learner-centered, and competency-oriented learning. The integration of these philosophical perspectives supports meaningful learning experiences and contributes to the development of skilled, adaptive, and ethically grounded vocational graduates. Therefore, educational philosophy plays a crucial role in strengthening learning quality and ensuring the sustainability of the SMK Pusat Keunggulan program.
ETIKA PENDIDIKAN DAN TANGGUNG JAWAB MORAL PENDIDIK DI ERA MODERNITAS Budi Dharmawan; Fahrurrozi Fahrurrozi; Imelda Imelda; Nizwardi Jalinus; Muhammad Anwar
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1552

Abstract

Modernity has brought about profound transformations in the understanding and practice of education. The dominance of instrumental rationality, technological advancement, and an increasing emphasis on efficiency and performance have driven education toward technocratic and pragmatic approaches, potentially diminishing its meaning as a process of holistic human formation. Within this context, the role of educators extends beyond fulfilling professional and administrative demands to confronting increasingly complex ethical tasks related to moral responsibility within pedagogical relationships. This article aims to critically examine the concept of educational ethics and to analyze the moral responsibility of educators in the modern era through the perspective of critical philosophy of education. The study employs a philosophical literature review using normative, hermeneutic, and reflective–critical approaches to both classical and contemporary educational thought. The findings indicate that educational ethics constitutes an ontological and axiological foundation that significantly shapes the direction and quality of pedagogical practice. Educators should not be viewed merely as technical implementers of curricula, but rather as reflective moral subjects responsible for safeguarding the dignity of learners as human beings. This article argues that strengthening educational ethics is an urgent necessity as a critical response to the crises of values, dehumanization, and alienation within modern educational practices, and it contributes to the development of a more humane and meaningful philosophical framework for education.
Co-Authors Anwar Sadat Budi Dharmawan Fahrurrozi Fahrurrozi Hirval Hirval Imelda Imelda Indra Jasman Nizwardi Jalinus Sovandi Marwan Yulia Fransiska Yusma Elda