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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 137 Documents
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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 Firdayanti; Anas Arfandi; Muis Mappalotteng
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.
Vibe Coding with Generative AI for Interactive Web-Based Learning Media: Effects on Automotive Vocational Students’ Cognitive Outcomes Muhammad Mahdinul Bahar; Abdul Rahman; Muhammad Wahyu; Adriyan Alwi; Muhammad Aryo; Ayudia Maharani
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: 10.59562/mkpk.v13i1.267

Abstract

Purpose – This study aims to develop and evaluate a Generative AI-integrated Vibe Coding approach for producing an interactive web-based electrical-system simulator, addressing automotive vocational students' lack of programming skills for independently creating digital learning media, and to examine its feasibility, students' practicality responses, and its effect on cognitive learning outcomes. Methods – A Research and Development approach following the ADDIE model was used with a one-group pretest-posttest design. Participants were 32 D4 Automotive Engineering students at Universitas Negeri Makassar. The simulator was validated by four experts (two media experts, two content experts) and evaluated through pretest-posttest cognitive tests analyzed with the Normalized Gain (N-Gain) score and a paired-samples t-test. Findings – The simulator was rated Highly Feasible by experts (91.20% media, 89.50% content) and Very Good by students (90.75% practicality). Cognitive scores increased from a mean of 54.37 (pretest) to 86.87 (posttest), yielding a high-effectiveness N-Gain of 0.71. The paired-samples t-test confirmed a statistically significant improvement, t(31) = 19.42, p < .001, 95% CI [29.09, 35.91], Cohen's d = 3.43. Research implications – These findings offer preliminary conceptual implications for reframing the technological-knowledge dimension of TPACK around prompt engineering rather than manual coding syntax, positioning vibe coding as a potential bridge between domain expertise and digital media production for non-programmer vocational learners. This reconceptualization is tentative and requires confirmatory studies using controlled designs and dedicated instruments before it can be established empirically. Originality – This study is among the first empirical investigations in Indonesia to apply and test a vibe coding approach within a vocational higher-education curriculum for automotive engineering, extending prior vibe-coding research beyond professional software engineering and clinical education into technical vocational fields where learners are domain experts but programming novices.
Improving Student Engagement and Learning Outcomes Through a Multi-Platform Gamification Ecosystem Adhar; Najamuddin Mahmud; Satya; Muh. Wahyu; Andi Muhammad Aidil Hamid; Muh. Reza Fahrezi Iwan
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: 10.59562/mkpk.v13i1.268

Abstract

Purpose – Theoretical courses such as Introduction to Education are often perceived by vocational education students, including those in the Automotive Engineering Education (PTO) program, as boring and disconnected from their practical orientation, resulting in low classroom engagement. This study aims to examine the improvement in student engagement and learning outcomes in the Introduction to Education course through the implementation of a multi-platform gamification ecosystem (Quizizz, Kahoot, Mentimeter, and Wordwall). Methods – This study employed the Kemmis & McTaggart model of Classroom Action Research (CAR), conducted in two cycles. The research subjects were 35 undergraduate students in the Automotive Engineering Education program enrolled in the Introduction to Education course. Findings – The implementation of the multi-platform gamification ecosystem increased student engagement from the “Low Engagement” category in the pre-cycle to “Highly Active” in Cycle II. The average percentage of student engagement increased from 52.4% (pre-cycle) to 71.8% (Cycle I), reaching 88.6% (Cycle II). Classical mastery of cognitive learning outcomes also increased, from 45.7% in the pre-cycle to 74.3% in Cycle I and 91.4% in Cycle II. Research implications – Within the limits of this classroom action research, the findings suggest that integrating varied gamification platforms may help reduce student boredom in theoretical courses and support a shift from passive-transactional toward more active, collaborative learning. As the findings are drawn from a single classroom over two cycles, they should be interpreted as context-specific rather than generalizable, and further studies across different settings are needed to confirm these patterns. Originality – While prior studies have largely examined single gamification platforms in isolation, this study contributes a context-specific instructional model that combines Quizizz, Kahoot, Mentimeter, and Wordwall synchronously and asynchronously within a single theoretical vocational education course, an integration pattern that remains underexplored in the vocational teacher education literature.
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.

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