Garuda - Garba Rujukan Digital

PENGEMBANGAN BUKU PANDUAN GURU DALAM PEMBERIAN PENDIDIKAN SEKSUAL MENGGUNAKAN APLIKASI CANVA BAGI ANAK USIA DINI DI TAMAN KANAK-KANAK Tsaniya, Nazar Rizkani; Isma Widiaty; Mirna Purnama Ningsih
JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) Vol. 10 No. 02 (2023): JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JKKP.102.10

Abstrak Penelitian ini beranjak dari permasalahan bahwa belum adanya panduan untuk guru dalam memberikan pendidikan seksual bagi anak di Taman Kanak-Kanak (TK). Pentingnya pemberian pendidikan seksual bagi anak usia dini agar anak dapat mengetahui anggota tubuh beserta fungsinya, mampu menolong diri sendiri untuk hidup sehat, dan terhindar dari kekerasan seksualual. Pemberian Pendidikan seksual untuk anak usia dini ini tidak mudah karena orang-orang masih menganggap pendidikan seksual ini tabu dan belum adanya panduan khusus, padahal pentingnya pendidikan seksual usia dini untuk anak sangat penting diperkenalkan kepada anak sedini mungkin karena anak mulai memperhatikan dunia disekitarnya. Tujuan penelitian ini yaitu mengembangkan buku digital menggunakan aplikasi canva sebagai panduan guru dalam memberikan bimbingan seksual untuk anak usia dini di TK. Metode yang digunakan adalah penelitian deskriptif dengan model PPE (Planning, Production, dan Evaluation). Buku digital yang dikembangkan terdiri dari komponen judul, pemilihan format buku digital dan isi materi dalam buku digital. Teknik pengumpulan data melalui wawancara, studi dokumentasi dan Focus Group Discussion dalam rangka expert judgment. Hasil expert judgment mengenai buku digital memperoleh hasil 97% dengan kriteria sangat layak dari aspek materi dan 88% dengan kriteria sangat layak pada aspek media yang disajikan dalam buku digital. Rekomendasi bagi peneliti selanjutnya dapat melanjutkan penelitian ini dengan menyempurnakan beberapa kekurangan terkait materi dan media yang telah dibuat dan mengimplementasikan buku digital panduan guru dalam pemberian bimbingan seksual bagi anak usia dini di Taman Kanak-Kanak pada mata kuliah yang berkaitan dengan pendidikan seksual. Abstract This research departs from the problem that there is no guide for teachers in providing sex education for children in Kindergarten (TK). The importance of providing sex education for early childhood so that children can know the body parts and their functions, be able to help themselves to live a healthy life, and avoid sexual violence. Providing sex education for early childhood is not easy because people still think sex education is taboo and there are no specific guidelines, even though the importance of early sex education for children is very important to be introduced to children as early as possible because children begin to pay attention to the world around them. The purpose of this study is to develop a digital book using the Canva application as a teacher's guide in providing sex guidance for early childhood in kindergarten. The method used is descriptive research with PPE model (Planning, Production, and Evaluation). The digital book developed consists of the title component, the selection of the digital book format and the content of the material in the digital book. Data collection techniques through interviews, documentation studies and Focus Group Discussions in the context of expert judgment. The results of expert judgment regarding digital books obtained 97% results with very feasible criteria from the material aspect and 88% with very feasible criteria on the media aspects presented in digital books. Recommendations for further researchers can continue this research by refining some of the shortcomings related to materials and media that have been made and implementing a digital teacher guide book in providing sex guidance for early childhood in kindergarten in courses related to sex education.

Beyond Functional Skills: A Systematic Review of Critical Digital Literacy in Vocational Teacher Education Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto; Miftahur Rizkiah; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto; Miftahur Rizkiah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.1

The convergence of artificial intelligence, digitalization, and social media has exposed the insufficiency of functional digital literacy as an educational outcome, intensifying attention to Critical Digital Literacy (CDL) as a construct concerned with the ideological and structural logics of digital platforms rather than mere operational use. CDL scholarship nonetheless remains fragmented and lacks a stable, shared taxonomy of its dimensions. This study reports a systematic literature review, following the PRISMA 2020 protocol, of CDL in educational contexts. A Scopus search yielded 130 records, narrowed to 73 after automated screening and to 49 after a stringent CDL-focus eligibility criterion. Qualitative designs dominate the corpus (~55%), followed by conceptual work (~31%), while validated quantitative measurement remains rare (four studies). Inductive synthesis identifies eight recurring CDL dimensions, spanning critical-analytical, socio-political, ethical, identity-based, productive, and civic concerns. None of the 49 included studies directly addresses vocational (VET) teacher education, despite vocational teachers' need to combine technical fluency with critical disposition. Five gaps are identified, concerning measurement instruments, the functional-versus-critical divide, affective dimensions, institutional barriers, and generative AI, with future directions proposed. The synthesis is a necessary step toward a dedicated CDL framework for pre-service vocational teachers.

Bibliometric Mapping of Vocational Teacher Adaptation in the Era of Industry 4.0: An Analysis of 315 Scopus Documents (2016–2026) Lukman Arhami; Isma Widiaty; Lukman Arhami; Isma Widiaty; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.9

Background of study: The advance of Industry 4.0, artificial intelligence (AI), and digital transformation has reshaped Technical and Vocational Education and Training (TVET) and requires vocational teachers to develop adaptive capacities aligned with twenty-first-century learning demands, yet the knowledge structure and research direction in this area have not been comprehensively mapped. Aims and scope of paper: This study analyzes the intellectual structure, developmental trends, and thematic clusters of research on vocational teacher adaptation. Methods: A total of 315 Scopus-indexed documents, exported in RIS format on 19 July 2026, were examined through performance analysis and science mapping using VOSviewer version 1.6.18. Result: Publication output increased sharply, with more than half of the documents (163 publications) issued in 2025–2026. China, Indonesia, and Malaysia were the most productive countries, although international collaboration remained relatively low at 18.4%. Co-occurrence analysis of 91 keywords identified six clusters within a densely connected network (1,506 links; total link strength = 4,908), covering skills transformation in the Industry 4.0 era, digital competence and literacy, machine learning in engineering education, employability and AI-supported training, adaptive learning and professional development, and digital learning delivery technologies. Research attention remains dominated by learners such as students and apprentices, whereas vocational teachers, the principal actors of technological adaptation, receive limited attention. Conclusion: The field is growing rapidly but remains thematically imbalanced; future research should prioritize the adaptive capacity of vocational teachers, particularly in the Indonesian context, and strengthen international collaboration to enrich scholarly development in TVET.

Mapping Methodological Approaches to Critical Digital Literacy Among TVET Instructors: A Scoping Review Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.10

Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.

Bibliometric Mapping of Vocational Teacher Adaptation in the Era of Industry 4.0: An Analysis of 315 Scopus Documents (2016–2026) Lukman Arhami; Isma Widiaty; Lukman Arhami; Isma Widiaty; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.9

Background of study: The advance of Industry 4.0, artificial intelligence (AI), and digital transformation has reshaped Technical and Vocational Education and Training (TVET) and requires vocational teachers to develop adaptive capacities aligned with twenty-first-century learning demands, yet the knowledge structure and research direction in this area have not been comprehensively mapped. Aims and scope of paper: This study analyzes the intellectual structure, developmental trends, and thematic clusters of research on vocational teacher adaptation. Methods: A total of 315 Scopus-indexed documents, exported in RIS format on 19 July 2026, were examined through performance analysis and science mapping using VOSviewer version 1.6.18. Result: Publication output increased sharply, with more than half of the documents (163 publications) issued in 2025–2026. China, Indonesia, and Malaysia were the most productive countries, although international collaboration remained relatively low at 18.4%. Co-occurrence analysis of 91 keywords identified six clusters within a densely connected network (1,506 links; total link strength = 4,908), covering skills transformation in the Industry 4.0 era, digital competence and literacy, machine learning in engineering education, employability and AI-supported training, adaptive learning and professional development, and digital learning delivery technologies. Research attention remains dominated by learners such as students and apprentices, whereas vocational teachers, the principal actors of technological adaptation, receive limited attention. Conclusion: The field is growing rapidly but remains thematically imbalanced; future research should prioritize the adaptive capacity of vocational teachers, particularly in the Indonesian context, and strengthen international collaboration to enrich scholarly development in TVET.

Mapping Methodological Approaches to Critical Digital Literacy Among TVET Instructors: A Scoping Review Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.10

Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.

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