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Fakultas Teknik, Universitas Negeri Makassar Parangtambung, Daeng Tata Raya, Makassar, South Sulawesi, Indonesia
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INDONESIA
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 130 Documents
 9   10   11   12   13 
Family Environment Effects on Students’ Self-Efficacy and Entrepreneurial Spirit in Vocational Education Nurfauziah
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 12, Issue 2, August 2025
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mkpk.v12i2.10498

Abstract

This study examines the influence of the family environment on the self-efficacy and entrepreneurial spirit of students at SMK Telkom Makassar. The research is motivated by the low entrepreneurial participation rate among vocational graduates in Indonesia, which indicates the need to identify external and psychological factors influencing entrepreneurial readiness. A quantitative ex post facto design was employed involving 96 students of the Computer and Network Engineering program. Data were collected through a Likert-scale questionnaire and analysed using descriptive statistics and simple linear regression after meeting the classical assumption criteria. The results show that the family environment has a positive and significant effect on students’ self-efficacy (b = 0.490, Sig. = 0.000) and entrepreneurial spirit (b = 0.696, Sig. = 0.000). These findings indicate that parental support, modelling, and exposure to entrepreneurial activities strengthen students’ psychological readiness to engage in entrepreneurial activities. The study concludes that the family environment serves as a key external factor shaping vocational students' entrepreneurial character and self-confidence. Further research is recommended to include additional variables and broader school contexts.
The Role of Career Guidance in Efforts to Enhance the Credibility of Vocational Education Indra Sukma; Nurfauziah
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i1.264

Abstract

Purpose – This study aims to analyze the role of career guidance in strengthening professional credibility and career readiness in vocational education through a literature review approach. Vocational education is required not only to develop technical competencies but also to prepare students with professional behavior, decision-making skills, and adaptability to labor market demands. Methods – This study employed a narrative literature review design by analyzing peer-reviewed articles, books, and institutional reports published between 2020-2025. Data were collected through systematic searches in relevant academic databases and analyzed using thematic synthesis. Findings – The findings indicate that career guidance plays a significant role in enhancing students’ career decision-making abilities, employability skills, and professional attitudes. Four main themes emerged: (1) career guidance and career decision-making, (2) career guidance and employability/work readiness, (3) institutional and teacher readiness, and (4) alignment between vocational education and industry needs. Effective career guidance contributes to self-awareness, career planning, and smoother school-to-work transitions. Research implications – The study concludes that structured and sustainable career guidance programs are essential for strengthening professional credibility in vocational education. Implications highlight the need for integrating career guidance into curriculum design and strengthening collaboration between schools and industry Originality – The originality of this study lies in integrating career guidance and professional credibility within vocational education contexts.
Analysis of The Employability Skills Perception Gap: A Case Study of Teaching Factory Implementation at SMK Negeri 10 Makassar Fitrah Asma Darmawan; Labusab; Aulia Sabril
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i1.262

Abstract

Purpose – Vocational education continues to face a persistent competency gap between graduates and industry demands. The Teaching Factory (TeFa) model at SMK Negeri 10 Makassar has been implemented as a strategic approach to enhance students’ employability skills. This study aims to evaluate the implementation of the TeFa model and assess its effectiveness in developing students’ work character and technical competencies. Methods – A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 54 students through structured questionnaires, while qualitative data were obtained through observations and in-depth interviews with 12 teachers and industry partners. Findings – The results show moderate implementation quality, with SOP compliance at 70.3% and effective communication at 68.5%. A notable perception gap was identified, in which students rated their discipline (61.1%) and time management (64.8%) highly, whereas teachers and industry partners perceived these areas as major weaknesses. Furthermore, 38.9% of students reported a neutral perception of the improvement in their hard skills, indicating infrastructure constraints and the phenomenon of pseudo-discipline. Although the TeFa model demonstrates potential in character building, its effectiveness in strengthening technical competencies remains limited. Research implications – Findings from this single-case study are contextual to SMK Negeri 10 Makassar and should be further validated in broader vocational education contexts. This study recommends the adoption of “Industrial Mirroring” strategies and systematic role rotation to better align student perceptions with industrial standards. Originality – This study contributes by revealing the perception gap between students, teachers, and industry partners regarding work character and technical competency development within the Teaching Factory implementation in vocational education.
Information Technology Utilization in Senior High School Learning in Gorontalo: A Systematic Literature Review Abdul Gani Fadhlulrahman S. H. Lihawa; Fandli Supandi; Afifah Farhanah Akadji
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/j18x3y06

Abstract

Purpose – This study critically examines patterns, challenges, and research gaps pertaining to information technology (IT) utilization in learning among senior high school (SMA) students in Gorontalo, Eastern Indonesiaa region characterised by significant infrastructure constraintswith the aim of generating evidence-based recommendations for contextually appropriate technology integration in secondary and vocational educational settings. Methods – A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 protocol. A structured Boolean search across four databasesGoogle Scholar, Semantic Scholar, Garuda, and DOAJyielded 287 initial results. After two-stage screening and quality appraisal using an adapted CASP checklist, five peer-reviewed articles (2019–2025) were selected for thematic comparative synthesis. Findings – Three dominant themes emerged: the conditional effectiveness of digital learning platforms under adequate infrastructure; the primacy of teacher digital literacy over infrastructure availability as a predictor of implementation success (path coefficient = 0.67 vs. 0.43); and the strategic value of offline-capable mobile learning (SUS = 78.6). Gorontalo-specific data show 62% of SMA students rely exclusively on smartphones, only 56.9% of sub-districts have 4G coverage, and a critically low proportion of teachers received ICT training in the preceding two years, according to available provincial data. Research implications – The corpus of five studies reflects a genuine literature gap. Caution is warranted in generalising findings. Interventions addressing only device access, without commensurate teacher capacity development or offline content design, will yield suboptimal outcomes across SMA and SMK contexts in under-resourced regions. Originality – This review provides the first systematic synthesis specifically examining IT utilisation in secondary education within Gorontalo's regional context, offering an evidence-based foundation for more equitable educational technology policy in Eastern Indonesia.
The Cognitive Crutch: A Systematic Literature Review of AI Dependency and The Decline in Critical Appraisal Skills Among Generation Z Students Nurfauziah; Indra Sukma
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i1.263

Abstract

Purpose – Growing concerns about the cognitive implications of generative AI overuse among Generation Z university students remain insufficiently addressed in the literature. This study examines the relationship between AI dependency and the decline in critical appraisal skills among Generation Z university students, responding to the absence of a systematic synthesis specifically targeting this demographic cohort. Methods – A Systematic Literature Review (SLR) was conducted across four databases Scopus, Web of Science, PubMed, using structured keywords related to generative AI, critical thinking, and Generation Z students. A total of 24 peer-reviewed international journal articles published between 2021 and 2025 met the inclusion criteria and were systematically analysed. Findings – Three major patterns were identified: (1) AI dependency reduces critical appraisal skills through cognitive offloading mechanisms, where students increasingly rely on AI generated responses rather than engaging in independent analysis; (2) Generation Z students demonstrated higher levels of AI dependency and lower critical thinking performance compared to older age groups; and (3) information literacy functions as a double edged moderator that may either mitigate or exacerbate the negative effects of AI dependency depending on students' evaluative abilities. Research implications – Findings are derived exclusively from peer-reviewed literature published between 2021 and 2025 and may not fully capture real-world classroom dynamics. Generalisability may be constrained by variability in how critical appraisal skills are operationalised and measured across the included studies, as well as the underrepresentation of non-Western educational contexts Originality – This is the first systematic review to synthesise empirical evidence linking AI dependency and critical appraisal skills exclusively among Generation Z students, integrating cognitive offloading theory, cognitive scaffolding, and digital cognitive atrophy into a unified analytical framework. Future research should examine longitudinal effects and test metacognitive scaffolding interventions across diverse educational contexts.
Comparing K-Means and Fuzzy C-Means for Student Academic Risk Mapping and Early Warning in a Basic Mathematics Course Hendy Prasetyo; Wildan; Afifah Farhanah Akadji; Andi Sitti Dwi Auliyani; Rahmad Hidayat Dongka
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i1.261

Abstract

Purpose – This study compares the K-Means and Fuzzy C-Means (FCM) algorithms for mapping student academic risk using in-course academic performance data. Methods – The dataset consisted of 35 students and included assignment scores, quiz scores, midterm examination scores, attendance, learning participation, employment status, and language variables. The data were preprocessed through cleaning, identity anonymization, and min-max normalization to ensure that all attributes were measured on a comparable scale. The experiments were conducted under two clustering scenarios, namely K=2 and K=3. Findings – In the K=2 scenario, both methods produced the same separation between low-risk and high-risk student groups. After the clustering results were mapped to the actual Pass/Fail labels using a majority-vote approach, 27 students who passed and 7 students who failed were correctly identified, with no false positives and 1 false negative. These results yielded 97.14% accuracy, 100% precision, 96.43% recall, and a 98.18% F1-score. In the K=3 scenario, K-Means formed three distinct groups containing 27, 4, and 4 students, whereas FCM produced a more gradual distribution of 13, 14, and 8 students. Research implications – These findings indicate that K-Means is suitable as a fast baseline for binary risk screening, whereas FCM is more informative for gradual risk interpretation in academic early warning systems. Originality – This study contributes by showing the different practical value of hard and soft clustering for identifying clearly at-risk and borderline students using routinely available in-course academic indicators.
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.
Student Perspectives on Virtual-Based Simulation Practicum: Challenges and External Factors at SMKN 10 Makassar Hendra Jaya; Irma Tamrin; Indar Winardy; M. Arham; Aqri Dwi Aqram; Mustamin; Saharuddin; Putri Ida Sunaryathy Samad
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan) Volume 13, Issue 1, February 2026
Publisher : Fakultas Teknik, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/mekom.v13i1.266

Abstract

Purpose - This study explores students’ perspectives on virtual simulation-based practicum learning at SMKN 10 Makassar, focusing on challenges and external factors affecting learning effectiveness. Methods - A mixed-method approach was used, combining descriptive quantitative analysis with qualitative data. Participants were 39 eleventh- and twelfth-grade students from electronics and mechatronics programs. Data were collected through Likert-scale questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis based on the Attride-Stirling Thematic Network framework. Findings - Most students showed positive perceptions of virtual simulation learning, particularly in digital literacy and application use. About 64.1% were familiar with digital technology in learning, and 56.4% could independently operate simulation applications. However, challenges remained, including fear of making mistakes, limited understanding of concepts and digital instructions, lack of virtual practicum experience, and low confidence in using technology. External factors such as family support, device access, internet quality, and digital media use also influenced learning success. Research Implication - Virtual simulation practicum learning requires more than reliable technology. Schools must strengthen students’ digital literacy, self-efficacy, and learning support through interactive strategies, continuous scaffolding, accessible infrastructure, and adaptive instructional design. Originality - This study highlights vocational students’ direct perspectives on virtual simulation practicum learning and shows how both internal factors, such as confidence and digital literacy, and external factors, such as family support and internet access, shape learning effectiveness.
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.

Page 13 of 13 | Total Record : 130

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