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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 3 Documents
 1 
Search results for , issue "volume 13, issue 2, may 2026" : 3 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.

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