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All Journal Jurnal Pendidikan dan Pembelajaran
Rommy Mochamad Ramdhani
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Dampak Manajemen Kepemimpinan Guru dalam Menerapkan Pendekatan Pembelajaran Mendalam terhadap Hasil Belajar Siswa SMK Mediatrix Tu'baran; A. Grummy Wailanduw; Luthfiyah Nurlaela; I Gusti Putu Asto Buditjahjanto; Rommy Mochamad Ramdhani
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.6402

Abstract

Teacher leadership management in Vocational High Schools (SMK) is an important element in creating a learning atmosphere that supports the immersive learning approach, which is believed to improve student learning outcomes. This study aims to explore the influence of teacher leadership management in the implementation of the immersive learning approach on student learning achievement in SMK through a Systematic Literature Review. The method used is in accordance with the PRISMA 2020 guidelines. The results of the study indicate that the type of teacher leadership (instructional, transformational, and teaching) does not have a direct impact, but has an indirect impact on student learning outcomes through three main pathways: (1) improving teacher abilities and professionalism, (2) strengthening students' psychological aspects (such as self-confidence and resilience in learning), and (3) support from the social context and immersive learning strategies. The conclusion of this study confirms that teacher leadership management functions as a driver in building a learning ecosystem that supports the implementation of immersive learning, which ultimately contributes to improving SMK student learning outcomes, both academically and practically.
Implementasi Pendekatan PDIA dalam Meningkatkan Motivasi Belajar dan Kemampuan Berpikir Komputasional Siswa SMK Kelas X pada Mata Pelajaran Koding dan Kecerdasan Artifisial Laela Muliana; Tri Rijanto; Luthfiyah Nurlaela; I Gusti Putu Asto Buditjahjanto; Rommy Mochamad Ramdhani
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.6499

Abstract

This study aims to enhance the learning motivation and computational thinking skills of grade X SMK (Vocational High School) students in the subjects of Coding and Artificial Intelligence through the implementation of the Problem Driven Iterative Adaptation (PDIA) approach. Conducted as a Classroom Action Research (PTK) at SMKN 1 Penajam Paser Utara during the 2025/2026 academic year with 36 student participants, the study utilized the Kemmis and McTaggart action research model, which consists of planning based on identifying real-world problems, implementing contextual problem-solving activities, observation using instruments, questionnaires, and computational thinking tests, as well as in-depth reflection to evaluate and refine subsequent actions, carried out over two cycles. Data collection techniques included observation, learning motivation questionnaires, and computational thinking ability tests. The results indicate that the application of the PDIA approach significantly improved students' learning motivation and computational thinking skills. Student learning mastery increased from 50% in the pre-action phase to 63.89% in Cycle I, and further rose to 91.67% in Cycle II, with the class average score reaching 82.58. Additionally, student learning motivation showed improvement, marked by increased activity, enthusiasm, and engagement in the learning process. Therefore, it can be concluded that the PDIA approach is effective in enhancing both learning motivation and computational thinking skills among students in the subjects of Coding and Artificial Intelligence.
Manajemen Perubahan sebagai Moderasi pada Pengaruh Pair Programming terhadap Kemampuan Desain Logo Siswa DKV SMK Negeri 2 Magetan Khoirul Roziqin; Yeni Anistyasari; Luthfiyah Nurlaela; Rommy Mochamad Ramdhani; I Gusti Putu Asto Buditjahjanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.6598

Abstract

This research was conducted to investigate whether the application of the Pair Programming influences the logo design competencies of students enrolled in vocational high schools (SMK), while also assessing the moderating Change Management as through the ADKAR framework. The study adopted a quasi-experimental methodology involving tenth-grade learners from the Visual Communication Design program at SMK Negeri 2 Magetan. Participants were allocated into two groups, consisting of an experimental cohort of 36 students and a control cohort of 108 students. To evaluate data, inferential statistics were applied, including Independent Sample t-test and Moderated Regression Analysis (MRA). Results showed no statistically meaningful difference in mean learning performance between students who engaged in collaborative learning and those who learned individually, as evidenced by a significance value of p = 0.9090. However, descriptive findings revealed that Pair Programming functioned as an effective safety net, maintaining the lowest student score at 57, slightly better than the individual method’s minimum of 56. Furthermore, the experimental group achieved a higher maximum score (97) compared to the control group (96). Regression analysis demonstrated that Change Management significantly moderates the effect of Pair Programming (p=0.001). The findings indicate a "safety net" effect for students with low mental readiness, while those with high readiness experienced an interference effect. The study concludes that the success of collaboration depends on technical instruction and heavily influenced by students' psychological readiness. Therefore, the implementation of Pair Programming should be accompanied by change management interventions to optimize student adaptation to a collaborative work culture.
Implementasi Pendekatan PDIA untuk Meningkatkan Hasil Belajar pada Pembelajaran Programmable Logic Controller Mohamad Syamsul Huda; Puput Wanarti Rusimamto; Luthfiyah Nurlaela; Rommy Mochamad Ramdhani; I.G.P. Asto Buditjahjanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.6704

Abstract

This study aims to improve learning outcomes in the Programmable Logic Controller (PLC) subject through the application of the Problem Driven Iterative Adaptation (PDIA) approach to class XI students of Electrical Power Installation Engineering at SMK KAL-1 Surabaya. The study used a Classroom Action Research design integrated with PDIA stages, including initial problem analysis, action planning, implementation, reflection, and continuous adaptation. The study was conducted in two cycles with 35 students as subjects. The research instruments included knowledge tests, practical skills assessments, and student activity observation sheets. Data were analyzed descriptively quantitatively and qualitatively. The results showed an increase in learning outcomes in the domains of knowledge and practical skills. The average knowledge score increased from 75.23 in cycle I to 78.30 in cycle II, while the practical skills score increased from 76.33 to 80.26. Student learning completeness also increased until all students reached the Minimum Completeness Criteria in cycle II. In addition to improving learning outcomes, the application of PDIA encouraged students to be more active, reflective, and involved in solving PLC programming problems. These findings demonstrate that the PDIA approach effectively creates PLC learning that is adaptive, contextual, and responsive to the dynamics of student learning difficulties in vocational education. This approach offers practical implications for vocational teachers in designing learning strategies based on real-world industrial problems and strengthening students' critical thinking and technical problem-solving skills in a sustainable and measurable manner in the vocational school context.
Penerapan Pendekatan PDIA dalam Meningkatkan Efektivitas PKL pada Konsentrasi Keahlian TKJ di SMK: Sebuah Kajian Teoretis Indra Nova Saputra; Luthfiyah Nurlaela; Rommy Mochamad Ramdhani; Theodorus Wiyanto Wibowo; I Gusti Putu Asto Buditjahjanto
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6547

Abstract

Practical Work Placement (Praktik Kerja Lapangan/PKL) is positioned as a core subject in the Merdeka Curriculum and plays a strategic role in vocational education, particularly for students in the Computer and Network Engineering (TKJ) specialization at vocational high schools. Through PKL, students are expected to internalize work culture, strengthen technical competencies, and gain an authentic understanding of real workplace practices. Nevertheless, various studies indicate that the implementation of PKL often faces persistent challenges, such as mismatches between students’ competencies and workplace assignments, inconsistent mentoring quality, and limited evaluation mechanisms, which may hinder the achievement of learning outcomes. This article presents a theoretical review that explores the potential application of the Problem Driven Iterative Adaptation (PDIA) approach as a managerial framework to enhance the effectiveness of PKL. A literature review method was employed to examine policy documents, curriculum guidelines, and academic studies related to PKL, vocational education management, and adaptive change approaches over the last decade. This method was selected to allow a comprehensive synthesis of concepts and practices without relying on field data, focusing instead on understanding structural and managerial issues in PKL implementation. The analysis suggests that PDIA offers a flexible and context-sensitive framework for identifying root problems, implementing incremental improvements, and fostering continuous learning through collaboration between schools and industry partners. Overall, this study highlights that PDIA can support more adaptive PKL management and contribute to improving the relevance and quality of vocational learning experiences for TKJ students.
Implementasi Pendekatan PDIA dalam Penguatan Motivasi Intrinsik untuk Meningkatkan Kesiapan Kerja Siswa SMK Ihfi Dzuhriyanul Musthofa; Warju Warju; Grummy Wailanduw; Luthfiyah Nurlaela; Rommy Mochamad Ramdhani
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2026): Januari 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i1.6718

Abstract

Graduates of Vocational High Schools (SMK) need to be well-prepared for employment; however, encouraging the internal drive necessary for this preparation continues to be a challenge. This research employed the Problem Driven Iterative Adaptation (PDIA) method to boost intrinsic motivation and improve students' preparedness for the workforce. The study was conducted at SMK Negeri 1 Mejayan, Indonesia, using a quasi-experimental design with non-equivalent control groups involving 66 automotive electrical engineering students. Data were collected through validated questionnaires measuring intrinsic motivation (based on Self-Determination Theory) and work readiness (adapted from established scales), supplemented by classroom observations. Statistical analysis using descriptive methods and the Mann-Whitney U test revealed a significant increase in both intrinsic motivation and work readiness among the experimental group compared to the control group. The PDIA approach, through its iterative cycles of authentic problem identification, collaborative diagnosis, solution testing, and reflective action, successfully established a meaningful learning environment that fostered student autonomy, competence, and social relatedness. This involvement in real problem-solving and flexible learning not only enhanced technical abilities but also fostered important soft skills that are vital for success in the workplace. The results indicate that PDIA is a successful and creative teaching approach that connects vocational education with industry needs by strengthening students' intrinsic motivation, thereby enhancing their overall job market readiness.".
Co-Authors A. Grummy Wailanduw Grummy Wailanduw I Gusti Putu Asto Buditjahjanto I.G.P. Asto Buditjahjanto Ihfi Dzuhriyanul Musthofa Indra Nova Saputra Khoirul Roziqin Laela Muliana Luthfiyah Nurlaela Mediatrix Tu'baran Mohamad Syamsul Huda Puput Wanarti Rusimamto Theodorus Wiyanto Wibowo Tri Rijanto WARJU Yeni Anistyasari