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All Journal Information Technology Education Journal Micronic: Journal of Multidisciplinary Electrical and Electronics Engineering Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Muh. Ihsan Zulfikar
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Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Other

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Journal : Information Technology Education Journal

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Enhancing Pedagogical Deep Learning in Vocational High Schools Through Multimarker Augmented Reality Media Muh. Ihsan Zulfikar; Riska, Muhammad
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.9249

Abstract

This study focuses on creating and assessing an interactive learning media that uses multimarker augmented reality (AR) to improve pedagogical deep learning among vocational students at SMK Gowa. The development process followed the ADDIE model, covering analysis, design, development, implementation, and evaluation phases. The AR application allows students to interact with several 3D virtual objects linked to physical markers, offering an engaging and immersive learning environment suited for vocational subjects. Expert reviews confirmed that the media is accurate, technically sound, and pedagogically appropriate. Testing the application on different smartphones showed it performs well on mid to high-range devices, with minor glitches on lower-end phones that did not affect overall functionality. Feedback from 60 students illustrated strong usability, motivation, and acceptance of the media. Learning assessments before and after the intervention revealed significant gains in student understanding and critical thinking (p < 0.01). Interviews with participants supported these findings, highlighting increased engagement and improved knowledge retention. Overall, the study indicates that AR multimarker media is a practical and effective tool for fostering meaningful and deeper learning in vocational education. The study recommends expanding content, optimizing performance on various devices, and providing teacher support to enhance its use in classrooms. This research adds valuable insights into advancing the role of AR technology in vocational learning to align with modern educational needs.
Assessing Teaching Factory Implementation through Students’ Perceptions: A CIPP Model Approach Sanatang; Sulaiman, Dwi Rezky Anandari; Ninik Rahayu Ashadi; Muh. Ihsan Zulfikar
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10530

Abstract

This study aims to assess the implementation of the Teaching Factory (TeFa) program through students’ perceptions using the CIPP (Context, Input, Process, Product) evaluation model. The evaluation focused solely on students’ viewpoints as direct beneficiaries of production-based vocational learning, excluding teachers’ and industry partners’ perspectives. A quantitative survey method was employed, involving 70 students from SMKN 10 Makassar, who completed a 12-item questionnaire with high internal reliability (Cronbach’s α = 0.894). Data were analyzed descriptively and through Spearman’s rank correlation to examine the relationships among the CIPP dimensions. The results indicate that students’ perceptions of TeFa implementation were within the “fair to good” range: Context (47.14% fair, 28.57% good, 24.29% very good), Input (41.43% fair, 38.57% good, 18.57% very good), Process (40% fair, 42.86% good, 14.29% very good), and Product (40% fair, 30% good, 24.29% very good). All dimensions showed positive and significant correlations (ρ = 0.619–0.794, p < 0.001), with the strongest relationship between Process and Product (ρ = 0.794), indicating that better learning processes are closely linked to improved learning outcomes. In conclusion, the Teaching Factory program is perceived as moderately effective by students. Improvement efforts should prioritize the Input dimension such as facilities, learning materials, and industrial engagement—and strengthen the Process dimension through enhanced mentoring and integration of production activities. Future research should involve teachers and industry partners to provide a more comprehensive CIPP-based evaluation.
Co-Authors Marwan Ramdhany Edy Ninik Rahayu Ashadi Nurfauziah Nurrahmah Agusnaya Putri Nirmala Riska, Muhammad Sanatang Sulaiman, Dwi Rezky Anandari