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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 6 Documents
 1 
Search results for , issue "volume 13, issue 3, august 2026" : 6 Documents clear
Critical Thinking And Algorithmic Rationality In Education: A Habermasian Perspective Otto Mart Andreas; Elisabet Marthawati Samosir; Elfrida Saragih
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mkpk.v13i2.13072

Abstract

Purpose: This study examines the epistemological challenge posed by algorithmic rationality to critical thinking in artificial intelligence-mediated Technical and Vocational Education and Training (TVET). As adaptive learning systems, automated competency assessment, learning analytics, and data-driven qualification frameworks increasingly shape vocational education, the study investigates how algorithmic rationality affects the production and validation of educational knowledge through Habermasian epistemology. Methods: The study employs a qualitative conceptual-philosophical inquiry based on library research, conceptual clarification, comparative theoretical analysis, and argumentative reconstruction. Literature on artificial intelligence in education, TVET, algorithmic rationality, critical thinking, AI ethics, and Jürgen Habermas’s concepts of communicative rationality, validity claims, intersubjective justification, and lifeworld colonization was purposively analyzed. Findings: Algorithmic rationality prioritizes prediction, classification, correlation, optimization, and efficiency in educational knowledge production. In AI-mediated TVET, these processes can shape judgments about competence, certification, readiness, and employability. Yet technical accuracy and efficiency do not by themselves establish epistemic validity. AI-generated knowledge becomes educationally valid only when its factual, normative, contextual, and institutional dimensions are open to communicative testing and intersubjective justification. Therefore, AI assessments and recommendations should remain provisional claims, not final epistemic authorities. Research implications: TVET institutions should embed AI-supported decisions within dialogical review mechanisms that preserve meaningful participation by learners, educators, assessors, institutions, and relevant professional stakeholders. Originality: This study develops a Habermasian framework that reconstructs critical thinking as an epistemic-communicative capacity for evaluating and contesting AI-mediated knowledge in TVET.
AI-Based Tutoring as a Strategy to Enhance Students’ Technical and Soft Skills in Vocational Education A. Muzawwirah Patawari; Sutarsi Suhaeb
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i3.12807

Abstract

Purpose – This study examines the role of artificial intelligence (AI)-based tutoring systems in enhancing both technical and soft skills of vocational education students. In the context of rapid technological advancement and Industry 5.0, vocational education institutions are required to produce graduates who are not only technically competent but also possess strong soft skills such as critical thinking, communication, collaboration, creativity, and adaptability. Methods – This study employs a literature review method by analyzing scholarly articles, books, and research reports published between 2020 and 2025. Findings – The findings indicate that AI-based tutoring systems provide personalized and adaptive learning experiences, allowing students to learn at their own pace and receive immediate feedback (Hwang & Tu, 2021). Furthermore, AI tutors contribute significantly to the development of technical competencies through simulations, virtual laboratories, and task-based learning, especially in vocational fields such as electronics, networking, and information technology (Woolf, 2021). In addition, AI supports the development of soft skills by encouraging independent learning, problem-solving, collaborative interaction, and decision-making abilities (Holmes et al., 2022). AI-driven systems also improve student motivation and engagement by creating interactive and responsive learning environments. Research implications – However, challenges such as infrastructure limitations, teacher readiness, data privacy concerns, and ethical considerations remain key issues in implementation. Therefore, this study recommends strengthening digital infrastructure, improving teacher training, and developing clear educational policies to optimize the integration of AI-based tutoring systems in vocational education and support future workforce readines. Originality – The study highlights the combined contribution of AI tutoring to technical competence and soft-skill development in vocational education.
Influence of Speaking Anxiety and Self-Efficacy on English Professional Communication Performance of Culinary Arts Students Andi Khaerun Niza; Perawati Simaremare; Haerani
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mkpk.v13i3.14724

Abstract

Purpose – study aimed to examine the levels of speaking anxiety, self-efficacy, and Professional English Communication Performance among Culinary Arts students at PKK FT UNM and to determine the partial and simultaneous effects of speaking anxiety and self-efficacy on professional English communication performance. Methods – A quantitative explanatory design was employed involving 70 Culinary Arts students who had completed the English language course. Data were collected using questionnaires and analyzed through descriptive statistics and multiple linear regression. Findings – The findings showed that speaking anxiety was categorized as high, whereas self-efficacy and Professional English Communication Performance were categorized as moderate. Speaking anxiety did not significantly affect professional communication performance (t = 1.392, p = 0.169), while self-efficacy had a positive and significant effect (t = 10.547, p < 0.001), with a Standardized Beta coefficient of 0.830. Simultaneously, speaking anxiety and self-efficacy significantly affected professional communication performance (F = 58.777, p < 0.001), explaining 63.7% of its variance (R² = 0.637). Research implications – These findings suggest that vocational English instruction should emphasize self-efficacy development through contextualized and authentic communication activities. However, the findings are limited to Culinary Arts students at a single institution and should therefore be generalized with caution. Originality – This study contributes empirical evidence regarding the relative roles of speaking anxiety and self-efficacy in professional English communication within Culinary Arts vocational education. Future research should examine additional predictors and instructional interventions to strengthen students’ self-efficacy and professional communication competence.
Website Quality and Website Use for Product Promotion: Parallel Mediation by Student Trust and Engagement Wardimansyah Ridwan; Ayu Saputri Bahar; Luthfiani Jusuf
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i3.14730

Abstract

Purpose – This study examines how website quality relates to student trust, student engagement, and the use of student-developed websites for product promotion, with trust and engagement as parallel mediators. It focuses on course projects in which students act as both website developers and users. Methods – An explanatory survey involved 149 purposively selected students at Universitas Negeri Makassar who had participated in website-development instruction in a Computer Applications course. Responses to 36 items rated on a five-point Likert scale were analyzed using partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4. Direct and indirect effects were tested with two-tailed bootstrapping using 5,000 subsamples. Findings – Website quality was positively related to trust (β = 0.579), engagement (β = 0.419), and website use (β = 0.257). Trust (β = 0.373) and engagement (β = 0.349) were also positively related to website use. All five direct relationships were significant (p < 0.001). The indirect effects through trust (β = 0.216) and engagement (β = 0.146) were also significant (p < 0.001), indicating partial mediation through both constructs. The model explained 59.6% of the variance in website use. Research implications – The single-institution, self-report design limits generalizability. Website-development instruction should strengthen information quality, usability, visual design, and interactivity while building trust and engagement in ongoing website management and product promotion. Originality – This study tests belief-based trust and participation-based engagement as complementary parallel pathways linking website quality to use in course-based website projects.
Canva-Based Interactive Learning Media and Learning Motivation as Predictors of Student Learning Participation in Informatics Learning Ozhi Rezky Amelia Ramadhan; Amiruddin; Ridwan Daud Mahande; Muhammad Alwi
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mkpk.v13i3.14796

Abstract

Objective — This study aims to determine the influence of Canva-based interactive learning media  and learning motivation on student learning participation in Informatics learning at the high school level, considering that studies that integrate these two variables simultaneously at this level are still limited. Method — A quantitative approach with an ex post facto design  was used by involving 180 students of class X who were determined through a saturated sample technique. Data were collected through a Likert scale questionnaire  and analyzed using the Partial Least Squares Structural Equation Modeling method assisted by SmartPLS software. Findings — The results showed that Canva-based interactive learning media  had a positive and significant effect on learning participation with a path coefficient of 0.397, while learning motivation also had a positive and significant effect with a path coefficient of 0.309. The two variables together were able to explain 35.2 percent of the variation in student learning participation, while the rest were influenced by other factors outside the research model. Research Implications — These findings confirm the importance of integrating digital learning media and strengthening learning motivation in a more participatory Informatics learning strategy, as well as being an input for schools and teachers. Originality — The originality of this research lies in the incorporation of interactive learning media and learning motivation in one structural model that has been empirically tested in the context of Informatics subjects in high school, a context that has rarely been studied in an integrated manner in previous research.
Framing Strategic Education Policy Issues in Indonesia Through Tribun-Timur.com’s Opinion Column: A Content Analysis of the 2022–2024 Education Recovery Period Muhammad Ilham Arsyam; Arismunandar; Sirajuddin Saleh
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 3, August 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mkpk.v13i3.14928

Abstract

Purpose - This study examines how strategic education-policy issues were framed in the opinion column of Tribun-Timur.com during Indonesia’s 2022–2024 education-recovery period. Methods - A mixed-method content analysis was conducted on opinion articles published between January 2022 and December 2024. , the search initially identified 60 records. After removing two duplicates and excluding eight records that were either straight-news reports or insufficiently related to education, 50 articles were retained. Articles were coded for theme, actor, Entman’s four framing functions, argumentative position, and valence. Ten articles were independently coded by two coders. Krippendorff’s alpha was 0.80 for framing, 0.76 for argumentative position, and 0.78 for valence. Findings - The corpus included 11 articles from 2022, 22 from 2023, and 17 from 2024. The most frequent theme was education quality and educator welfare (30%), followed by Merdeka Belajar/curriculum implementation (14%), political education (10%), bullying and violence (6%), and other themes (40%). The texts primarily constructed education policy as a gap between policy ideals and implementation realities. Critical and conditional positions predominated. Research implications - Regional opinion media can support public evaluation of education policy, but the findings describe one outlet’s published texts and do not directly measure public opinion. Originality - The study connects Entman’s framing model with regional education-policy discourse during a national education-recovery period.

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