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Fakultas Teknik, Universitas Negeri Makassar Parangtambung, Daeng Tata Raya, Makassar, South Sulawesi, Indonesia
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Jurnal MEKOM: Media Komunikasi Pendidikan Kejuruan
Published by Universitas Negeri Makassar
ISSN : 23563958     EISSN : 27217612     DOI : -
Core Subject : Engineering,
Engineering
1. Teaching and Learning in TVET 2. Evaluation, Assessment, and Certification in TVET 3. Human Resources Management in TVET 4. Vocational Resources in TVET 5. Policy and Contemporary Issues in TVET
Arjuna Subject : Teknik (semua kategori) - Teknik (Lain-Lain)
Articles 7 Documents
 1 
Search results for , issue "volume 13, issue 2, may 2026" : 7 Documents clear
Pedagogical Knowledge and Teaching Career Interest as Predictors of Microteaching Learning Outcomes among Electrical EngineeringEducation Students Virliana Sabrina; Darlan Sidik; Hasanah Nur
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/v13i2/12300

Abstract

Purpose –  This study aimed to examine the influence of pedagogical knowledge and interest in becoming a teacher on microteaching learning outcomes among Electrical Engineering Education students. Methods – This research employed a quantitative ex post facto design involving 70 students who had completed the microteaching course. The sample was determined using a total sampling technique. Data were collected through questionnaires measuring pedagogical knowledge and interest in becoming a teacher, while microteaching learning outcomes were obtained from students’ academic performance records. Data were analyzed using descriptive statistics and multiple linear regression analysis. Findings – The results revealed that pedagogical knowledge and interest in becoming a teacher did not have a significant partial effect on microteaching learning outcomes. However, both variables simultaneously had a significant effect on learning outcomes (p < 0.05). The coefficient of determination indicated that the regression model explained only 9% of the variance in microteaching learning outcomes (R² = 0.09; Adjusted R² = 0.07), suggesting that other factors outside the model contributed more substantially to student performance. Research Implication – These findings indicate that although pedagogical knowledge and teaching career interest collectively contribute to microteaching learning outcomes, their contribution remains limited. Therefore, improving microteaching performance requires integrating pedagogical understanding with practical teaching skills, reflective practice, and structured instructional feedback. Originality – This study provides empirical evidence that pedagogical knowledge and interest in becoming a teacher have a significant simultaneous effect, but not a significant partial effect, on microteaching learning outcomes among Electrical Engineering Education students.
A Meta-Synthesis On Industrial Competency Needs And Vocational Higher Education Curriculum Transformation In The Metaverse Era Andi Muhammad Irfan; Achmad Romadin; Fiskia Rera Baharuddin; Badaruddin Anwar; Mohd Zulfakar Bin Mohd Nawi
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i2.12761

Abstract

Purpose – This study aims to examine the role of industrial competencies in strengthening vocational curricula in the metaverse era, particularly in response to the demands of Industry 4.0 and 5.0. The study argues that vocational education must move beyond conventional curriculum design by integrating technical, digital, and adaptive competencies aligned with specific industrial job positions.Methods – A qualitative multi-method design combined a multi-case study and qualitative meta-synthesis. Primary data were collected from industry partners and Universitas Negeri Makassar through interviews, observations, and document analysis. Secondary data came from relevant 2020–2025 studies on industrial competencies, vocational curriculum, immersive learning, and industry–education collaboration.Findings – The results show that production operators, technicians, CNC operators, and QC/QA officers require distinct competencies, including occupational safety, measurement, technical drawing, machining, CNC programming, product inspection, and quality improvement. Digital literacy, teamwork, critical thinking, adaptability, and problem-solving are also essential. Research implications – The study implies that vocational curriculum development should integrate immersive technology, personalized learning, and stronger link-and-match collaboration with industry through joint projects and hybrid classes. However, implementation may be limited by infrastructure, resources, and regulatory readiness.Originality – This study contributes a synthesized perspective on aligning industrial competencies, metaverse-based learning, and vocational curriculum transformation to prepare digitally adaptive and technically skilled graduates for high-tech industries.
Analyzing the Effectiveness of Virtual Reality and Augmented Reality in Vocational Practicum to Enhance SMK Students' Competency in the VUCA Era Fiskia Rera Baharuddin; Amiruddin; Nurlaela
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i2.12979

Abstract

Purpose - This study investigates the effectiveness of Virtual Reality (VR) and Augmented Reality (AR) in enhancing vocational competencies among SMK students in the VUCA era. It applies the Technology Acceptance Model (TAM) to examine students’ acceptance of immersive learning technologies. Methods - A quantitative design with a pretest-posttest control group was used involving 200 SMK students from technical programs. The study employed Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the effects of Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, Behavioral Intention, and User Satisfaction. Findings - The findings show that Perceived Ease of Use significantly affects Perceived Usefulness, Attitude Toward Using, Behavioral Intention, and User Satisfaction. This confirms that ease of use is central to students’ acceptance of VR/AR. Behavioral Intention is the strongest predictor of User Satisfaction, indicating that students’ willingness to continue using VR/AR is closely linked to satisfaction. However, Perceived Usefulness does not significantly influence Attitude Toward Using, suggesting that functional value may be less decisive during early adoption. Research implications - The results highlight the need to design VR/AR learning tools that are user-friendly, engaging, and capable of encouraging continued use. Educators, developers, and policymakers should prioritize usability and behavioral intention when implementing immersive technologies in vocational education.  Originality - This study integrates TAM with immersive learning in vocational education and provides evidence on how VR/AR supports competency development and student engagement in developing contexts.
Physical Learning Environment, Learning Motivation, and Technical Competence among Heavy Equipment Vocational Students: A Mediation Analysis I Putu Redy Irawan; Iswahyudi Indra Putra
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i2.12763

Abstract

Purpose – A supportive physical learning environment is an important component of vocational education because it enhances practical learning experiences and facilitates the development of industry-relevant competencies. This study examines how the physical learning environment contributes to students’ technical competence through the role of learning motivation. Methods – An explanatory quantitative design was employed involving 120 Heavy Equipment Engineering vocational students selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using SPSS Statistics with Hayes’ PROCESS Macro Model 4. Findings – The results indicate that the physical learning environment positively influences both learning motivation and technical competence. Learning motivation was also found to function as an explanatory mechanism linking the physical learning environment to technical competence. The proposed model yielded an R² value of 0.9062, suggesting substantial explanatory power within the present sample. However, this finding should be interpreted cautiously because the analysis relied on self-reported data and did not include other contextual or individual factors that may also affect competency development. Overall, the findings highlight the importance of supportive learning conditions and student motivation in enhancing technical competence in vocational education. Research implications – Although the study was limited to Heavy Equipment Engineering students in Sorong and relied on perception-based data, the findings suggest that improving learning facilities and strengthening student motivation should be prioritized in practice-based vocational education. Originality – This study contributes to the vocational education literature by identifying learning motivation as a mechanism through which the physical learning environment influences technical competence, providing evidence from a vocational context that has received limited empirical attention.
Digital Literacy, Reading Interest, and Generative AI Use in University Students' Learning Motivation
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i2.13080

Abstract

Purpose – The rapid adoption of digital technologies and Generative AI (ChatGPT) has transformed learning practices in higher education, requiring students to develop strong digital competencies while maintaining academic reading habits. This study aims to examine the patterns of digital literacy, reading interest, and Generative AI (ChatGPT) use in relation to learning motivation among university students using descriptive statistics and cross-tabulation analysis. Methods – A descriptive quantitative approach was employed involving 306 students from the Department of Informatics and Computer Engineering, Universitas Negeri Makassar. Data were collected using a validated four-point Likert-scale questionnaire and analyzed through descriptive statistics and cross-tabulation analysis. Findings – Most students demonstrated high levels of digital literacy (94%), reading interest (79%), Generative AI (ChatGPT) use (92%), and learning motivation (92%). Cross-tabulation analysis revealed that the majority of respondents were concentrated in the high-category combinations across the variables. Research implications – These findings provide practical guidance for higher education institutions in designing learning strategies that strengthen digital literacy, cultivate academic reading habits, and encourage the ethical and responsible use of Generative AI (ChatGPT) to support students' learning motivation. Originality – This study contributes by providing a comprehensive descriptive profile of digital literacy, reading interest, and Generative AI (ChatGPT) use in relation to learning motivation through cross-tabulation analysis. Unlike previous studies that primarily focused on inferential relationships, this study highlights the distribution patterns among the variables, offering practical insights for technology-enhanced learning in higher education.
Development of A Web-Based Prakerin Management System with Early Monitoring and Learning Analytics at SMKN 5 Makassar A. M Nurrahman Qishas H; Harifuddin; Ridwan Daud Mahande
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i2.13446

Abstract

Purpose – This study aims to develop a Web-Based Work-Based Learning Management System with an Early Monitoring System and Learning Analytics at SMKN 5 Makassar to address the issues surrounding the management of work-based learning, which is still conducted manually, leading to delays in data processing, difficulties in monitoring student activities, and limitations in real-time competency evaluation. Methods – This study employed the Research and Development (R&D) method using the Prototype development model, consisting of requirements analysis, system design, implementation, testing, and maintenance. The developed system was evaluated based on the ISO/IEC 25010 software quality standard, including functional suitability, usability, performance efficiency, reliability, security, maintainability, compatibility, and portability. Findings – The research results show that the developed system successfully integrates vocational training administration, student placement, attendance monitoring, daily journals, the Early Monitoring System, and Learning Analytics into a single web-based platform. The results of the software quality evaluation show that the system achieved a Functional Suitability score of 100%, a Usability score of 92.18%, a Performance Efficiency score with a GTMetrix Grade of B, a Performance Score of 72%, a Structure Score of 98%, and a page load time of 2.6 seconds. Reliability testing using Apache JMeter showed an error rate of 0%, while security testing using Acunetix revealed no security vulnerabilities, with the following categories: High = 0, Medium = 0, Low = 0, and Informational = 0. Research Implications – This study is limited to internship management activities at SMKN 5 Makassar and has not yet been integrated with other academic information systems. Future studies may expand the implementation scope and integrate advanced analytics features. Originality – The novelty of this research lies in the integration of an Early Warning System and Learning Analytics into a single web-based vocational training management platform that enables real-time detection of student risks based on attendance data and the consistency of daily journals, and supports data-driven monitoring and decision-making by supervising teachers.
Development of a Hypercontent-Based E-Module for the Basic Vocational Competencies Subject at SMKS Teknologi Informatika Bulukumba Ade Alfian; Zulhajji; Alifya NFH
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 2, May 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i2.13553

Abstract

Purpose – This study aimed to develop and evaluate a hypercontent-based e-module for the Basic Skills subject at Bulukumba Informatics Technology Vocational School (SMKS). Methods – The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The participants were tenth-grade students majoring in Computer Network and Telecommunication Engineering (TJKT). The e-module was evaluated in terms of validity, feasibility, and effectiveness. Validity was assessed by material and media experts using validation sheets, feasibility was measured through student response questionnaires in small- and large-group trials, and effectiveness was determined using pre-test and post-test scores analyzed with the N-Gain method. Findings – The results indicated that the e-module achieved a very high level of validity (98.18% from material experts and 97.50% from media experts), was considered highly feasible by students (91.00% in the small-group trial and 88.57% in the large-group trial), and effectively improved learning outcomes (average N-Gain = 0.85; N-Gain percentage = 85%). These findings indicate that the developed e-module is valid, feasible, and effective for supporting Basic Skills learning. Research implications – However, the study was limited to a single vocational school, and its effectiveness was evaluated only through short-term learning outcomes. Originality – Therefore, further studies involving more diverse educational settings and long-term evaluations are recommended to strengthen the generalizability of the findings.

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