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Digital Transformation in Teacher Performance Assessment: Development and Implementation of E-PKG System for Enhancing Vocational Education Quality and Industry Alignment Waluyo, Surryanto Djoko; Rustanto, Agung Edi; Winanti, Yunea Kusuma; Onn, Choo Wou; Sufian, Muhammad; Mesina, James Ronald
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2490

Purpose of the study: This study aims to develop and evaluate the Electronic Teacher Performance Assessment System (E-PKG) as a digital platform to transform teacher evaluation in vocational education from administrative compliance into strategic professional development to better align vocational graduate competencies with industry requirements. Methodology: This study employs a Research and Development (R&D) design through four stages: needs analysis via stakeholder consultation, prototype development using user-centered design, iterative field testing in vocational schools and industry partnerships, and refinement from empirical feedback. Data were collected from 34 respondents using questionnaires, structured observations, and interviews, and analyzed with descriptive statistics and thematic analysis. Main Findings: The E-PKG system reduced assessment completion time by 67%, eliminated data entry errors, and improved inter-rater reliability from 0.62 to 0.89. Real-time analytics supported evidence-based professional development planning. User satisfaction ranged from 3.88 to 4.26 (5-point scale), with highest scores for system stability and navigation ease, though challenges remained in interface clarity for non-technical users and indicator comprehension. Novelty/Originality of this study: This study introduces a comprehensive digital teacher assessment system specifically tailored to vocational education, directly linking evaluation results to industry competency frameworks. It advances knowledge by demonstrating how technology-mediated assessment can strategically connect quality improvement and workforce development in economically disadvantaged settings, while emphasizing the importance of pedagogical alignment, stakeholder inclusivity, and contextual adaptation.

THE RELATIONSHIP BETWEEN SYNCHRONOUS LEARNING DEXTERITY AND ASYNCHRONOUS LEARNING DEXTERITY WITH STUDENT LEARNING PERFORMANCES IN HIGHER EDUCATION Kardipah, Seipah; Winanti, Yunea Kusuma
Akademika Vol 14 No 02 (2025): Akademika : Jurnal Teknologi Pendidikan
Publisher : Akademika : Jurnal Teknologi Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/ak.v14i02.5315

This study analyzes the relationship between students' synchronous and asynchronous learning dexterity and their learning performance in an online learning environment in higher education. Using a quantitative correlational design, data were collected from 33 graduate students through asynchronous and synchronous learning agility questionnaires and final course grades. Data were analyzed using Spearman's rho correlation to determine the strength and direction of the relationships between variables. The results showed a strong, positive, and significant correlation between student learning outcomes and synchronous learning dexterity (r = .867, p < .01) and asynchronous learning dexterity (r = .725, p < .01). These findings suggest that students who are agile in both real-time and self-paced learning activities achieve higher learning outcomes. This investigation demonstrates the value of instructional design in integrating synchronous learning approaches with asynchronous learning flexibility to enhance student engagement and learning outcomes. Overall, these results provide empirical support for designing adaptive learning models that balance both modes (synchronous and asynchronous) to optimize student performance and student experience in higher education.

Digital Transformation in Teacher Performance Assessment: Development and Implementation of E-PKG System for Enhancing Vocational Education Quality and Industry Alignment Waluyo, Surryanto Djoko; Rustanto, Agung Edi; Winanti, Yunea Kusuma; Onn, Choo Wou; Sufian, Muhammad; Mesina, James Ronald
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2490

Purpose of the study: This study aims to develop and evaluate the Electronic Teacher Performance Assessment System (E-PKG) as a digital platform to transform teacher evaluation in vocational education from administrative compliance into strategic professional development to better align vocational graduate competencies with industry requirements. Methodology: This study employs a Research and Development (R&D) design through four stages: needs analysis via stakeholder consultation, prototype development using user-centered design, iterative field testing in vocational schools and industry partnerships, and refinement from empirical feedback. Data were collected from 34 respondents using questionnaires, structured observations, and interviews, and analyzed with descriptive statistics and thematic analysis. Main Findings: The E-PKG system reduced assessment completion time by 67%, eliminated data entry errors, and improved inter-rater reliability from 0.62 to 0.89. Real-time analytics supported evidence-based professional development planning. User satisfaction ranged from 3.88 to 4.26 (5-point scale), with highest scores for system stability and navigation ease, though challenges remained in interface clarity for non-technical users and indicator comprehension. Novelty/Originality of this study: This study introduces a comprehensive digital teacher assessment system specifically tailored to vocational education, directly linking evaluation results to industry competency frameworks. It advances knowledge by demonstrating how technology-mediated assessment can strategically connect quality improvement and workforce development in economically disadvantaged settings, while emphasizing the importance of pedagogical alignment, stakeholder inclusivity, and contextual adaptation.

Correlation of the flipped classroom learning and motivation on Mathematics learning outcomes Anna Herlina; Khasanah Khasanah; Eka Yunita Yustantina; Pardan Prasetyo; Yunea Kusuma Winanti
Inovasi Kurikulum Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i2.200

Improving students' learning motivation should be a consideration for teachers when implementing learning activities. The objectives of this study were to 1) determine the relationship between the flipped classroom learning method and Mathematics learning outcomes; 2) determine the relationship between motivation and Mathematics learning outcomes; 3) determine the relationship between the flipped classroom learning method and motivation together with Mathematics learning outcomes. This study involved sixth-grade students from several elementary schools in Bekasi City: SDN 02 Babelan (96 students), SDN 03 Babelan (48 students), and SDN 09 Babelan (84 students). The research approach used in this study was a preliminary survey, with regression and correlation analyses. The data collection techniques used in this study consisted of two: a Mathematics learning outcome test in the form of questions and a Likert-scale questionnaire. The results of the study showed that 1) there was a positive relationship between the application of the flipped classroom learning method and Mathematics learning outcomes; 2) there was a positive relationship between motivation and Mathematics learning outcomes; 3) there was a positive relationship between the flipped classroom learning method and motivation, together with Mathematics learning outcomes. The flipped classroom creates an environment where existing motivation is leveraged, and low motivation is addressed through engaging classroom activities and direct teacher support. Abstrak Meningkatkan motivasi belajar siswa perlu menjadi pertimbangan bagi guru dalam menerapkan kegiatan pembelajaran. Tujuan penelitian ini adalah untuk 1) mengetahui hubungan antara metode pembelajaran kelas terbalik dan hasil belajar Matematika; 2) mengetahui hubungan antara motivasi dan hasil belajar Matematika; 3) mengetahui hubungan antara metode pembelajaran kelas terbalik dan motivasi secara bersama-sama dengan hasil belajar Matematika. Penelitian ini melibatkan siswa kelas VI di beberapa sekolah dasar di Kota Bekasi, yaitu SDN 02 Babelan dengan jumlah siswa 96 siswa, SDN 03 Babelan dengan jumlah siswa 48 siswa, dan SDN 09 Babelan dengan jumlah siswa 84 siswa. Pendekatan penelitian yang digunakan dalam penelitian ini adalah metode survei pendahuluan dengan teknik regresi dan korelasi. Teknik pengumpulan data yang digunakan dalam penelitian ini terdiri dari dua, yaitu tes hasil belajar matematika berupa soal-soal dan angket berupa skala Likert. Hasil penelitian menunjukkan bahwa 1) terdapat hubungan positif antara penerapan metode pembelajaran kelas terbalik dan hasil belajar matematika; 2) terdapat hubungan positif antara motivasi dan hasil belajar matematika; 3) terdapat hubungan positif antara metode pembelajaran kelas terbalik dan motivasi secara bersama-sama terhadap hasil belajar matematika. Kelas terbalik menciptakan lingkungan di mana motivasi yang sudah ada dimanfaatkan dan motivasi rendah diatasi melalui aktivitas kelas yang menarik serta dukungan langsung dari guru. Kata Kunci: luaran pembelajaran; Matematika; model kelas terbalik; motivasi belajar

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