Jurnal Pendidikan Teknologi dan Kejuruan
Aims and scope: Aims Jurnal Pendidikan Teknologi Kejuruan aims to present high-quality and relevant scientific articles in the form of original research results in the field of Technical and Vocational Education and Training. By showcasing the latest teaching techniques, effective instructional methods, and recent advancements in relevant technologies, this journal provides a significant contribution to the enhancement of superior vocational education and engineering development. The journal strives to become a reliable reference source for researchers, academics, and practitioners worldwide. All articles published undergo a rigorous process of selection and peer review, ensuring that the information presented in this journal maintains a high level of credibility. Scope The scope of research in the field of Technical and Vocational Education and Training (TVET) encompasses a wide range of topics related to the education and training provided for various technical and vocational skills. This field involves the study and improvement of educational programs, training methodologies, and strategies that prepare individuals for specific careers and industries. The scope of TVET research includes, but is not limited to, the following areas: Curriculum Development: Research focuses on designing and updating curricula that align with industry needs, technological advancements, and job market demands. Teaching and Learning Methods: Studies explore effective pedagogical approaches, instructional techniques, and innovative technologies that enhance the teaching and learning experience in vocational settings. Technology Media: Leveraging these technology media resources can enhance the vocational education experience by providing diverse learning materials, facilitating collaboration, and keeping learners informed about the latest developments in their chosen field. (Online Courses and Platforms, YouTube Channels and Tutorials, Podcasts, Tech Blogs and Websites, Interactive Learning Platforms, Educational Apps, Virtual Reality (VR) and Augmented Reality (AR), Webinars and Online Events, Social Media Communities, and E-books and Digital Publications) Workforce Development: Research examines strategies to bridge the gap between education and the workforce, ensuring graduates possess the skills and competencies required by industries. Skill Assessment and Certification: Investigations into valid and reliable methods for assessing vocational skills, as well as the development of certification standards that validate individuals' proficiency. Industry-University Collaboration: Studies analyze partnerships between educational institutions and industries to ensure that educational programs remain up-to-date and relevant. Apprenticeships and Internships: Research into structured on-the-job training experiences that allow students to acquire practical skills and experience real work environments. Lifelong Learning and Continuing Education: Exploration of strategies for ongoing skills development and training for individuals to adapt to changing job market requirements. Gender Equality and Inclusivity: Investigations into promoting gender-balanced participation and inclusivity in traditionally male-dominated vocational fields. Technological Advancements: Research on the integration of emerging technologies, such as digital tools and Industry 4.0 concepts, into vocational training programs. Quality Assurance: Studies on mechanisms to ensure the quality of vocational education and training programs, including accreditation and evaluation processes. Policy and Governance: Examination of policies and regulations that shape TVET systems and their effectiveness in promoting skill development and employability. Socio Economic Impact: Research into the influence of TVET on economic growth, social mobility, and addressing unemployment challenges. Engineering (miscellaneous) encompasses a diverse range of topics that contribute to the advancement and application of engineering principles across various disciplines, providing valuable learning opportunities in vocational education. Overall, research in the field of TVET contributes to improving the quality and relevance of vocational education, addressing skills gaps, and fostering the successful transition of individuals into the workforce, thereby promoting economic development and societal well-being.
Articles
368 Documents
<![CDATA[The effect of compaction method on the compressive strength and porosity of normal concrete ]]>
<![CDATA[Yose Fajar Pratama]]>;
<![CDATA[Eka Juliafad]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 1 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i1.48723
<![CDATA[This study investigates how community-like compaction practices affect density, porosity, and compressive strength of normal concrete across different workability levels. A factorial laboratory experiment (4 compaction methods × 3 slump targets) was conducted using 150×300 mm cylinders (n=72; six replicates per group). Concrete was proportioned to SNI 03-2834-2000; control compaction followed SNI 2493:2011; 28-day strength was tested per SNI 1974:2011; porosity was measured using an ASTM C642-based procedure. Slump was set at 5, 7, and 11 cm by varying water content. Fresh mass decreased as compaction became less effective, indicating lower achieved density and greater entrapped air: compared with SK, hammer vibration (SH) and no compaction (SP) were ~7–9% lighter. Porosity increased markedly under inadequate compaction, with SP reaching 22.36–26.81% versus 10.16–14.22% for SK. Compressive strength followed the same ordering: SK achieved 18.99–22.94 MPa, while SH and SP dropped to 9.90–13.93 MPa and 8.49–13.35 MPa, respectively, with losses up to ~58% relative to SK depending on slump. Overall, slump alone did not guarantee performance when compaction was poor. Rodding (SR) provided intermediate results, maintaining mass close to SK and limiting strength loss compared with SH/SP. An inverse porosity–strength relationship was observed across slumps.]]>
<![CDATA[Effectiveness of using video tutorial-based learning media in the SMAW welding techniques course ]]>
<![CDATA[Fadli Gunawan]]>;
<![CDATA[Bulkia Rahim]]>;
<![CDATA[Fathir Aspar]]>;
<![CDATA[Dori Yuvenda]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 1 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i1.48823
<![CDATA[This study examined the effectiveness of video tutorial–based learning media in improving students’ mastery of horizontal-position Shielded Metal Arc Welding (SMAW) in a technical and vocational education and training (TVET) context. The study responded to the limited evidence on position-specific digital instructional media in welding education, particularly for horizontal-position SMAW practice, which requires precise control of movement, angle, and bead formation. A pre-experimental one-group pretest-posttest design was employed involving 30 Grade XI students in the Mechanical Engineering program at SMKN 1 Sumatera Barat. Data were collected using a validated 30-item performance assessment covering preparation, process, and final weld quality, and were analyzed using descriptive statistics and a paired-samples t-test in IBM SPSS Statistics. The results showed a substantial improvement in students’ performance after the intervention. The mean score increased from 47.57 in the pre-test to 81.70 in the post-test, with a mean gain of 34.13 points. The paired-samples t-test revealed a statistically significant difference, t(29) = 15.25, p < 0.001, and the effect size was very large (d = 2.78). These findings indicate that video tutorial–based media can serve as an effective, low-cost, and scalable instructional tool for procedural welding skills. The study contributes to digital pedagogy in TVET by highlighting the importance of pedagogical fit in technology-supported practical instruction.]]>
<![CDATA[The influence of geometry and reference distance on resection accuracy: An analysis of student surveying calculations ]]>
<![CDATA[Elisa Maiyenti]]>;
<![CDATA[Khairul Hamdi]]>;
<![CDATA[Annisa Irena Rahmatita]]>;
<![CDATA[Johan Ariyantoni]]>;
<![CDATA[Fani Keprila Prima]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 1 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i1.48923
<![CDATA[This study investigates how geometric configuration and reference-point distance affect the accuracy of resection in student surveying calculations, using RTK GNSS coordinates as the reference benchmark. Although resection remains a fundamental method in surveying education and practice, its accuracy is highly sensitive to network geometry and field setup quality, while empirical evidence from student calculation contexts remains limited. To address this gap, the study employed an empirical accuracy-assessment design based on campus field-practicum data generated by student teams using total station observations and RTK GNSS control coordinates. The analysis compared resection-derived and RTK-based coordinates through component-wise discrepancies and horizontal positional error and then interpreted the results in relation to the geometric properties of each resection configuration. The findings show that most observed configurations produced relatively small horizontal errors, indicating that resection can yield acceptable station coordinates in educational field settings. However, accuracy varied considerably across cases. Configurations characterized by balanced point distribution, moderate station angles, and proportionate reference-point distances generally produced more reliable results, whereas stretched or near-collinear configurations were associated with weaker accuracy. At the same time, the results indicate that favorable geometry alone does not guarantee strong performance, because observational execution also remains influential. The study contributes to surveying education by reframing resection as an empirical accuracy problem shaped by both geometric design and field practice.]]>
<![CDATA[Fostering personalized learning in flipped classroom: A systematic literature ]]>
<![CDATA[Wiwik Rahayu]]>;
<![CDATA[Arinda Frismelly]]>;
<![CDATA[Fenti Amelia Sari]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 2 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i2.49123
<![CDATA[This systematic review examines the integration of personalized learning into the flipped classroom model in higher and vocational education over the past five years. The aim of this study is to examine personalization strategies in the flipped classroom, identify the supporting technologies used, and identify research gaps from previous studies. The research method employed was a literature review using the PRISMA 2020 guidelines, conducted via Scopus and Google Scholar covering the years 2019–2024, with Boolean search terms including ‘personalized/individualized learning’, ‘flipped classroom’, and ‘vocational education/training’. This method yielded eleven articles, which were used to examine personalized learning in the flipped classroom. This study demonstrates improvements in achievement, motivation, engagement, and self-regulation through the use of personalized learning in the flipped classroom. Challenges encountered include platform instability, increased workload for instructors, demands for data literacy, and students’ concerns regarding monitoring. It is hoped that these findings will contribute to academics, educational institutions, and policymakers in designing personalized learning within the flipped classroom.]]>
<![CDATA[Clinical risk management in hospital workforce: A systematic literature review ]]>
<![CDATA[Nadhia Apriana]]>;
<![CDATA[W. Victo Anggara Wises]]>;
<![CDATA[Detania Sukarja]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 2 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i2.49423
<![CDATA[Clinical risk management in hospitals is increasingly shaped by workforce conditions, as clinical risks emerge from everyday decisions, communication, workload, training, reporting behaviour, and organisational support. This systematic literature review synthesised evidence on workforce-related clinical risks, management strategies, and future research directions in hospital settings. Following PRISMA 2020, relevant English-language peer-reviewed journal articles published between 2021 and 2026 were identified through Scopus and screened using predefined eligibility criteria. Twenty-five studies were included and analysed using narrative thematic synthesis with MMAT-informed quality appraisal. The findings show that workforce-related clinical risks are mainly associated with weak reporting culture and psychological safety; communication and handover failures; workload and staffing pressure; fatigue; training and competency gaps; clinical process risks; teamwork problems; and limited leadership or organisational learning. The main strategies used to manage these risks include incident reporting and learning systems, non-punitive safety culture, workforce training, structured risk assessment, communication standardisation, leadership support, and feedback-based organisational learning. However, most evidence remains descriptive, cross-sectional, qualitative, retrospective, single-site, or quality-improvement focused, with limited measurement of direct patient safety outcomes. Clinical risk management should therefore be understood as a continuous workforce-dependent safety process that connects staff conditions, risk pathways, organisational strategies, and sustained patient and staff safety outcomes.]]>
<![CDATA[Spatial modeling of water pollution parameters using inverse distance weighting in the Batanghari River, Indonesia ]]>
<![CDATA[Adella Masya Putri]]>;
<![CDATA[Yaumal Arbi]]>;
<![CDATA[Suci Handayani]]>;
<![CDATA[Shinta Rahayu]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 2 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i2.50223
<![CDATA[The Batanghari River, one of the largest rivers in Sumatra, Indonesia, serves as a vital transportation corridor and supports domestic, agricultural, and socio-economic activities. Water quality in the middle reaches of the river is associated with increasing anthropogenic pressures, including settlements, agriculture, sand and gravel mining, and domestic waste disposal. This study models the spatial distribution of water pollution parameters in the Batanghari River, Indonesia, using the Inverse Distance Weighting (IDW) method. The river, which serves as the study site, is 2.5 km long, and sampling was conducted at 16 points in Terusan Village, Maro Sebo Ilir District, Batang Hari Regency. The parameters analysed were pH, Total Suspended Solids (TSS), and Chemical Oxygen Demand (COD). pH measurements were conducted in situ, while TSS and COD were analysed in the laboratory. The measured values were evaluated using the Indonesian Class II river water quality specifications in accordance with Government Regulation No. 22/2021. Spatial distribution modelling was performed using the Inverse Distance Weighting (IDW) interpolation method in ArcGIS 10.8, with model performance evaluated via cross-validation using Root Mean Squared Error (RMSE). The results showed that pH values ranged from 6.76 to 6.91 and were within the class II standard limits. Total Suspended Solids (TSS) ranged between 230.12 and 313.93 mg/L, and Chemical Oxygen Demand (COD) ranged between 35.44 and 93.92 mg/L, exceeding the permitted limits. Areas with higher pollution concentrations were associated with settlements and mining activities, as indicated by the spatial distribution map. These findings suggest that IDW can be applied to the spatial representation of water quality and its improvement as an indicator for pollution control and river management.]]>
<![CDATA[Problem-based learning in orthogonal projection drawing: A quasi-experimental study on vocational machining students’ technical drawing achievement ]]>
<![CDATA[Aprilia Eka Salwa]]>;
<![CDATA[Syahril Syahril]]>;
<![CDATA[Eko Indrawan]]>;
<![CDATA[Gulzhaina K. Kassymova]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 2 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i2.50323
<![CDATA[This study examined the implementation of Problem-Based Learning (PBL) and its effect on Grade X Machining Engineering students’ cognitive achievement in Technical Drawing, particularly orthogonal projection. The study used a quantitative quasi-experimental design with a non-equivalent control group. The participants were 70 students at SMK Negeri 5 Padang, divided into an experimental class taught using PBL and a control class taught using conventional instruction. Data were collected through pretest and post-test scores using a validated multiple-choice test on orthogonal projection. The final instrument consisted of 28 valid items with a KR-20 reliability coefficient of 0.914. Descriptive statistics, Shapiro-Wilk normality tests, Levene’s homogeneity test, and an independent samples t-test were used for data analysis. The results showed that both groups improved after instruction, but the experimental class achieved a higher increase. The mean score of the experimental class rose from 53.57 to 79.28, while the control class increased from 53.67 to 64.29. The t-test showed a significant post-test difference between groups, t (68) = -10.152, p < 0.001. These findings indicate that PBL supports stronger cognitive achievement in orthogonal projection learning by engaging students in investigation, discussion, presentation, and evaluation. The findings directly recommend PBL for visual technical topics in vocational classrooms.]]>
<![CDATA[The effectiveness of the project-based learning model with the STEAM approach in the woodworking practice course ]]>
<![CDATA[Fani Keprila Prima]]>;
<![CDATA[Rijal Abdullah]]>;
<![CDATA[Juniman Silalahi]]>;
<![CDATA[Ari Syaiful Rahman Arifin]]>;
<![CDATA[Trimailuzi Trimailuzi]]>
<![CDATA[ Jurnal Pendidikan Teknologi Kejuruan Vol 9 No 2 (2026): Regular Issue ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jptk.v9i2.50423
<![CDATA[The transformation of vocational education requires learning models that not only emphasize project completion but also ensure product quality aligned with industry standards. This study investigates the effectiveness of integrating Project-Based Learning (PjBL) with a STEAM approach and inspection-based Quality Control (QC) in enhancing student competencies in a Woodworking Practice course. A quasi-experimental design with a non-equivalent control group was employed. The experimental group experienced PjBL–STEAM integrated with three stages of inspection-based QC (incoming, in-process, and final inspection), while the control group received conventional instruction without systematic QC integration. Data were collected through cognitive tests and product quality assessments using structured rubrics. The findings indicate that students exposed to the integrated model demonstrated significantly higher cognitive achievement and produced furniture products of superior quality compared to those in the control group. Improvements were observed across key indicators, including finishing quality, structural strength, aesthetics, and functionality. The results suggest that embedding systematic inspection-based QC within PjBL–STEAM not only strengthens conceptual understanding but also fosters precision, quality awareness, and industry-relevant vocational skills. This study contributes to vocational education by proposing a structured integration of industrial quality inspection practices into project-based STEAM learning. The model supports the development of work-ready graduates and aligns with contemporary vocational education reforms that emphasize contextual learning, industry relevance, and 21st-century competencies.]]>
