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Galeh Nur Indriatno Putra Pratama
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INDONESIA
Jurnal Pendidikan Teknik Sipil (JPTS)
Published by Universitas Negeri Yogyakarta
ISSN : 27157601     EISSN : 27150437     DOI : -
Core Subject : Education, Social, Engineering,
Civil Engineering, Building, Construction & Architecture Education Languange, Linguistic, Communication & Media Social Sciences
JPTS (Journal of Civil Engineering Education) is a journal of research results and scientific studies in the field of Engineering or Vocational/Civil Vocational Education. The Civil Engineering Education Journal is published twice a year, every June and November. Journal of Civil Engineering Education is published to disseminate information related to various results of model development, experiments, classroom action research, model evaluation, development of educational media in the field of Civil Engineering Education. JPTS is open to academics, education practitioners to express the phenomena that are happening.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 7 No. 2 (2025): November" : 5 Documents clear
Evaluation of Civil Engineering Students’ Academic Performance Using Fuzzy C-Means Clustering Saputra, Jonathan; Edistria, Ega; Wacono, Sidiq; Sari, Tri Wulan; Adyan, Faqih Al
Jurnal Pendidikan Teknik Sipil Vol. 7 No. 2 (2025): November
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v7i2.89018

Abstract

Background: Students’ academic performance is a crucial indicator of their mastery of core competencies obtained throughout the learning process in higher education. These competencies become an essential benchmark, not only for academic evaluation, but also for the industry that expects graduates to meet professional standards. Therefore, an objective and data-driven evaluation method is needed to identify students’ academic performance and support academic decision-making. Methods: This study employs the Fuzzy C-Means (FCM) clustering method as an educational data mining technique to classify civil engineering students based on their academic results. Three key competency areas are used in this study, i.e., Structure and Material (SM), Geometry and Transportation (GT), and Construction Management (CM). A total of 221 students were analysed, exceeding the minimum sample size. The clustering process was performed using multiple cluster models (three, four, and five clusters), and the silhouette coefficient was used to evaluate the quality and accuracy of the clusters. Results: The findings reveal that the three-cluster model provides the most representative structure, showing the highest silhouette coefficient value compared with others. This indicates that three clusters offer the most appropriate grouping for evaluating academic performance. Cluster 1 represents students with excellent academic achievement, cluster 2 consists of students with good performance, and cluster 3 represents students with concerning academic performance requiring additional academic support. Conclusion: Overall, the study concludes that the three-cluster model, consisting of an excellent, good, and concerning performance group, offers the most accurate and representative evaluation of civil engineering students’ academic performance. These results provide valuable insights to design targeted interventions, enhance learning support, and optimize curriculum alignment to ensure that students achieve the competencies required before entering the professional field.
Effectiveness of Earthquake-Resistant Housing Training in Enhancing Disaster Mitigation Understanding among Vocational School Teachers Oktavia Andreas, Laras; Fitra Rifwan; Agri Americo Agamuddin; Keprila Prima, Fani; Prita Melinda, Annisa
Jurnal Pendidikan Teknik Sipil Vol. 7 No. 2 (2025): November
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v7i2.92444

Abstract

Background: Several studies indicate that teachers still have limited comprehension of reinforcement detailing, structural behaviour, and the application of SNI 1726:2019 and SNI 2847:2019. These limitations highlight the need for practical, hands-on training that strengthens both conceptual knowledge and technical construction skills, particularly for simple residential structures that frequently experience seismic damage. Methods: This study employed a descriptive qualitative approach to analyse the implementation and results of socialization activities and training on earthquake-resistant housing for teachers in the construction and property engineering department at SMK Negeri 1 Padang. Data collection was conducted through direct conceptual socialization, documentation, cici4d and participant engagement notes. The training consisted of conceptual socialization, demonstrations of the use of structural teaching aids such as a type 36 house model and reinforcement assemblies, hands-on practice, and field simulations designed to connect theoretical concepts with real-world practice. Results: The result of this study indicates that the practice-oriented training model is a valuable strategy to improve the competence and teaching skills of vocational teachers in earthquake-resistant housing construction and is proven to be effective in strengthening their contribution to disaster mitigation efforts. Conclusion: The training activity significantly improved teachers’ understanding of building structural components, reinforcement techniques, and basic load flow mechanisms in earthquake-resistant housing construction. Teachers’ active involvement in concepts and enabling them to apply construction principles in accordance with SNI. The collaborative learning environment provided a platform for the exchange of experiences among cici4d teachers, and field simulations also strengthened the connection between theoretical understanding and field processes.
The Policy of the Four-Year Vocational High School Program from a Stakeholder Perspective Haryani, Tri; Efendi, M. Sofwan; M. Takdir; Kamaludin; A.T., Kenzhebayeva
Jurnal Pendidikan Teknik Sipil Vol. 7 No. 2 (2025): November
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpts.v7i2.93000

Abstract

Background: The four-year vocational high school (SMK) program was developed to improve the quality of graduates, preparing them to compete in the modern workplace and industry. This study aims to analyze principals' perceptions of the program's objectives, strengths, challenges, and outputs. Methods: A quantitative descriptive method with a survey approach was used. A survey was administered to 68 vocational high school principals across 18 provinces in Indonesia to collect data, and percentages were used for analysis. Results: The program focuses on improving students' technical and non-technical competencies (26.5%), readiness to enter the business and industrial world (22.1%), and national and global competitiveness (17.6%). The program's strengths include depth of competencies (29.4%), longer duration of Field Work Practice (22.1%), and development of maturity and soft skills (17.6%). Parental and student interest is high (55.9%), while the majority of graduates work in their fields of expertise (51.5%) or continue their education (17.6%). Conclusion: Regulatory support includes legal protection, certification, industry partnerships, and curriculum flexibility. Key challenges include industry collaboration, teacher readiness, facilities and infrastructure, regulations and curriculum, and community motivation. These findings provide strategic recommendations for the development of an effective and sustainable four-year vocational high school program.
Implementation and Design of Building Information Modeling (BIM) Oriented Learning in the Building Information and Modeling Design Program (DPIB) Hariyanto, V. Lilik; Wahyuni, Indah; Pratama, Galeh Nur Indriatno Putra
Jurnal Pendidikan Teknik Sipil Vol. 7 No. 2 (2025): November
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: BIM is the operational standard for the modern construction industry. This study aims to describe the implementation of Building Information Modeling (BIM) learning in vocational high schools that have a Building Modeling and Information Design program, as well as to formulate a structured Learning Objective Flow in accordance with the principles of the Merdeka Curriculum and the demands of the construction industry. Methods: This study uses a descriptive quantitative approach involving teachers of BIM-related subjects and students in grades X, XI, and XII from SMKN 2 Depok, SMKN 2 Yogyakarta, SMKN 3 Yogyakarta, and SMKN 1 Sedayu. Data were collected through closed-ended questionnaires based on a Likert scale and open-ended questionnaires, then analysed using descriptive statistics to determine trends in each aspect of the study. Results: The results show that the implementation of BIM learning still faces various obstacles, especially in terms of human resources, availability of facilities and infrastructure, curriculum integration, teaching methods, and managerial support. The uneven competence of teachers and the limitations of licensed hardware and software are the main obstacles. Conclusion: This study succeeded in formulating an adaptive, systematic, and contextual learning objective Flow. This flow includes objectives, achievement indicators, learning activities, and assessments that are arranged in stages, starting from mastering basic software skills to developing collaborative projects based on Building Information Modeling (BIM). The findings of this study are expected to provide practical contributions in strengthening the readiness of vocational high schools to implement Building Information Modeling (BIM)-based learning in a focused and sustainable manner.
Strategies for Technology Integration in Vocational High Schools: Enhancing Teaching Quality and Student Engagement in the Digital Era Hastutiningsih, Arum Dwi; Purwo Yudhi Utomo, Asep; Alifin Nur, Nuzulul; Suryadwanti, Novia; Ayu Larassati, Minten
Jurnal Pendidikan Teknik Sipil Vol. 7 No. 2 (2025): November
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Integrating technology into vocational high school (SMK) curricula is essential for improving teaching quality and enhancing student engagement in the digital era. Despite national efforts to strengthen digital competence in education, many vocational schools continue to struggle with uneven technological readiness, limited infrastructure, and varying levels of digital skills among teachers. Understanding these challenges and identifying effective strategies for technology integration is therefore crucial, particularly in the context of SMK in Indonesia. Methods: This study employed a quantitative approach to examine teachers’ perceptions of technology integration in vocational education. Data were collected from vocational school teachers specializing in construction and building technology in Yogyakarta using a structured survey instrument. The analysis focused on identifying existing challenges, evaluating current technology utilization, and exploring teachers’ readiness to adopt innovative digital tools in the teaching–learning process. Results: Findings indicate that although most teachers consider current technology integration efforts adequate, significant issues persist, including limited technological infrastructure, uneven digital competencies, and resistance to pedagogical change. Teachers acknowledge that technology has strong potential to make learning more interactive and engaging, and many reported successfully encouraging students to incorporate digital tools into their tasks and projects. However, overall implementation remains inconsistent and requires further support. Conclusion: Technology integration in SMK shows promising progress but still requires targeted improvements to achieve optimal impact. Strengthening teacher training in innovative digital practices, enhancing technological infrastructure, and fostering supportive policies from school management and government are essential steps. These measures are expected to increase the competitiveness of SMK graduates in the labor market while promoting a more dynamic and interactive learning environment.

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