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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal
Handepi, Nogi
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Other

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Implementasi Learning Management System Chamilo Pada Pembelajaran Online di SMKN 1 Kecamatan Luak Handepi, Nogi; Waskito, Waskito
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i1.7786

Abstract

Covid-19 sangat cepat dalam menyebarkan wabahnya, sehingga menghambat segala hal termasuk dunia pendidikan. Upaya demi upaya dilakukan pemerintah untuk menghambat penyebaran virus ini dengan salah satunya yaitu melaksanakan pembelajaran berani atau pembelajaran dari rumah yang dilakukan secara daring. Pembatasan interaksi sosial masyarakat dapat menghambat laju pertumbuhan dan kemajuan dalam berbagai bidang kehidupan, khususnya dunia pendidikan. Untuk meminimalisir kedala/masalah yang dihadapi selama pembelajaran daring maka mulai dari Tahun Pelajaran baru 2020/2021 tepatnya dibulan juli SMKN 1 Kecamatan Luak melaksanakan pembelajaran daring dengan E-learning LMS berbasis web. Adapun metoda yang dilakukan dalam penelitian ini adalah menggunakan pendekatan kualitatif dengan Teknik wawancara. Dari hasil  pendekatan kualitatif ini didapatkan bahwa Pembelajaran Learning Management System Chamilo Untuk Pembelajaran Online di  SMKN 1 Kecamatan Luak dapat  meminimalisir kedala/masalah yang dihadapi selama pembelajaran daring yang sebelumnya dengan sangat efektif.    
Implementasi Kurikulum Teknik Sepeda Motor Honda Pada Pembelajaran Kompetensi Keahlian Teknik dan Bisnis Sepeda Motor di SMKN 1 Kecamatan Luak Handepi, Nogi; Indra, Indra; Kurniawan, Pebri; Jalinus, Nizwardi
Innovative: Journal Of Social Science Research Vol. 4 No. 1 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i1.7816

Abstract

Dalam mewujudkan tujuan pendidikan nasional perlu dirumuskan kualifikasi kemampuan lulusan SMK yang dituangkan dalam standar kompetensi lulusan. Salah satu standar kelulusan yang dimiliki lulusan  SMK harus mampu bekerja dan memiliki kesiapan untuk menghadapi persaingan kerja. Tujuan dari penelitian ini adalah untuk menjalin kerjasama SMKN 1 Kecamatan Luak  dengan PT. Astra Honda Motor yang didukung oleh kurikulum yang dirancang dan dikembangkan dengan memperhatikan kebutuhan dunia kerja sehingga menghasilkan lulusan yang berkompeten dibidangnya. Metoda yang digunakan adalah Kualitatif dan deskriptif yaitu melalui observasi, wawancara, dan dokumentasi yang digunakan untuk mengumpulkan data. Hasil yang diperoleh dari kerjasama ini terlaksana dengan sangat baik di SMKN 1 Kecamatan Luak, dan evaluasi pelaksanaan kurikulum Teknik Sepeda Motor Honda terlaksana semuanya sesuai dengan program kurikulum PT. Astra Honda Motor
Transformational Leadership in Strengthening the Teaching Factory (TEFA) Ecosystem and Its Impact on the Quality of Vocational High School Graduates: A Systematic Literature Review Handepi, Nogi; Giatman, M.; Sukardi, Sukardi
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1459

Abstract

Vocational education in Indonesia faces fundamental challenges in bridging the competency gap between Vocational High School (SMK) graduates and industry standards. The Teaching Factory (TEFA) learning model has been identified as a strategic solution; yet its implementation often encounters obstacles due to suboptimal managerial and leadership factors. This study aims to systematically analyze the role of school principals' transformational leadership in strengthening the TEFA ecosystem and its impact on improving SMK graduate quality. Using the Systematic Literature Review (SLR) method based on PRISMA framework, this study examined 21 selected articles from SINTA-accredited journals (SINTA 2, 3, and 4) published between 2020–2025. The analysis reveals five key findings: (1) Transformational leadership functions as a catalyst in transforming school culture from purely academic to industrial culture; (2) Four dimensions of transformational leadership have differential contributions to teacher innovation and TEFA ecosystem formation, with Inspirational Motivation showing the strongest empirical support (86%); (3) Strengthening the TEFA ecosystem requires professional management of production units with corporate-like management principles; (4) TEFA implementation supported by transformational leadership has significant positive correlation with increases in graduates' hard skills, soft skills, and employability; (5) Integration of transformational leadership with digital competence becomes a prerequisite in the context of Society 5.0 and Industry 4.0 Revolution. This study recommends strengthening SMK principals' managerial capacity through entrepreneurship-based leadership development programs and production unit management. Practical implications include recruitment and training policies for school principals that prioritize transformational leadership competence and business literacy.
Leadership of Vocational High School Principals in Developing Teaching Factories and Students’ Entrepreneurial Mindsets and Their Impact on the Quality of Vocational School Graduates: A Systematic Literature Review Handepi, Nogi; Gangga, Almes; Maiharni , Yetti; Giatman, M.; Sukardi, Sukardi
The Future of Education Journal Vol 5 No 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i1.1484

Abstract

Background: Vocational High Schools (SMK) face the challenge of high Open Unemployment Rate (TPT) of 11.13% in 2021, indicating a gap between graduate competencies and industrial needs. Principal leadership with entrepreneurial competence is key in developing Teaching Factory (TEFA) and cultivating students' entrepreneurial spirit. Objective: To analyze the role of SMK principal leadership in developing Teaching Factory, strategies for fostering students' entrepreneurial spirit, supporting and inhibiting factors, and its impact on graduate quality based on a systematic literature study. Methods: Literature review analyzing 28 research articles (2014-2024) from SINTA accredited journals, academic databases, and policy documents. Analysis method: thematic analysis with stages of familiarization, coding, theme search, review, theme definition, and report writing. Results: (1) SMK principal leadership with strong entrepreneurial competence creates innovative learning, builds conducive work culture, and develops DUDI partnerships through three pillars: innovation, work culture, and sustainable partnerships; (2) Strategies for fostering entrepreneurial spirit include curriculum integration, extracurricular programs, real business practices, and habituation of entrepreneurial culture; (3) Supporting factors include principal commitment, teacher competence, infrastructure, DUDI partnerships, policy support, and student motivation; inhibiting factors include limited HR/facilities, limited capital, unsustainable partnerships, and work culture misalignment; (4) Positive impact on graduate quality includes improved technical/non-technical competence, entrepreneurial spirit formation, industry absorption rate, and entrepreneurial capability, with percentage of entrepreneurial graduates still below target (< 50% within 12 months). Conclusion: Transformational SMK principal leadership with entrepreneurial competence is a determining factor in Teaching Factory implementation and students' entrepreneurial spirit development. However, systemic obstacles such as infrastructure limitations, teacher competence, DUDI partnership sustainability, and absence of holistic policy require strengthening systemic support from government, education offices, and all vocational education stakeholders.
KURIKULUM BERBASIS KOMPETENSI PADA TVET: TINJAUAN SISTEMATIS TENTANG DESAIN, IMPLEMENTASI, DAN EVALUASI CBE/OBE Handepi, Nogi; Ambiyar; Maksum, Hasan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43342

Abstract

Changes in the world of work driven by digitalization, automation, and sustainability demands encourage Technical and Vocational Education and Training (TVET) institutions to adopt competency-based education (CBE) and outcome-based education (OBE). However, many reforms remain limited to curriculum documents, resulting in inconsistent graduate competency outcomes. This article presents a systematic literature review (SLR) based on the PRISMA 2020 guidelines to synthesize evidence from the last five years (2021–2026) regarding: (1) the characteristics of CBE/OBE design in TVET curricula, (2) determinants of implementation in practice, (3) evaluation approaches and the strength of evidence, and (4) the role of design–implementation–evaluation coherence in explaining outcome success. The literature search identified 516 records and resulted in 7 studies that met the inclusion criteria. Thematic synthesis indicates that strong curriculum design is characterized by measurable learning outcomes, explicit curriculum mapping, and the integration of digital and transversal competencies. Implementation is primarily influenced by instructor capacity, the availability of practical training facilities, and industry partnerships in work-based learning (WBL). In terms of evaluation, the weakest evidence lies in the reporting of assessment validity and reliability, assessor moderation, and the linkage between assessment outcomes, certification, and employability. This article proposes the CBE/OBE Coherence Framework, which emphasizes outcome–activity–assessment alignment audits, governance of industry partnerships, and data-driven feedback mechanisms as key strategies to bridge the gap in TVET curriculum reform
Kurikulum TVET Adaptif Berbasis Data : Tinjauan Sistematis atas Model Penyesuaian Dinamis terhadap Kebutuhan Industri Handepi, Nogi; Maiharni, Yetti; Refdinal; Abdullah, Rijal
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43383

Abstract

This article systematically reviews how Technical and Vocational Education and Training (TVET) curricula can be dynamically adjusted through industry-demand data, labor market intelligence, and stakeholder feedback mechanisms. The review was prepared from the provided article outline, the PRISMA 2020 flow material, and a Scopus export containing an initial corpus of 516 records and seven studies included in the qualitative synthesis. The analysis focuses on four themes: data-driven curriculum models, the role of Labor Market Information Systems (LMIS), TVET–industry collaboration mechanisms, and dynamic curriculum adjustment models. The synthesis shows that adaptive TVET curricula are being shaped through three major pathways: job-vacancy analytics, indicator-based and statistical curriculum optimization, and stakeholder-driven curriculum reconstruction. Available evidence suggests that these approaches improve the relevance of learning outcomes, update module priorities, and strengthen the alignment between practical learning and actual workplace requirements. At the same time, the literature reveals persistent limitations, including uneven data integration, the dominance of conceptual or simulation-based evidence, and the lack of longitudinal employability evaluation. This review argues that TVET reform should move beyond conventional outcome-based education and be redesigned as an adaptive system connecting labor market data, agile curriculum governance, and intensive industry collaboration.
Co-Authors Abdullah, MT, Dr. Rijal Almes Gangga Ambiyar, Ambiyar Hasan Maksum Indra Indra Kurniawan, Pebri Maiharni , Yetti Maiharni, Yetti Nizwardi Jalinus Refdinal Sukardi Sukardi Waskito Waskito, Waskito