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Vocational: Journal of Educational Technology
Published by Yayasan Pendidikan dan Pengembangan Harapan Ananda
ISSN : 30636647     EISSN : 30636639     DOI : https://doi.org/10.58740/vocational.v1i1
Core Subject : Science, Education, Engineering,
Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science
Vocational: Journal of Educational Technology is a leading open access, peer-reviewed journal dedicated to advancing research in the fields of educational technology, artificial intelligence and learning media. Publishing 1 volume and 2 issues a year (September and February), Journal Vocational explores key areas such as Artificial Intelligence (AI) in education, Technical Vocational Education and Training (TVET), Technology-Enhanced Learning (TEL), and the transformative role of emerging technologies in pedagogy, e-learning and learning media.
Arjuna Subject : Teknik (semua kategori) - Teknik (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 1 (2026)" : 5 Documents clear
Digitalization of Vocational Training in Uganda Using Virtual Reality: Automotive Engineering Case Study Mwanje Ronald Steve; Francis Otto; Abbey Ssekalema
Vocational: Journal of Educational Technology Vol. 3 No. 1 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v3i1.758

Abstract

Vocational Training Institutes (VTIs) in Uganda continue to face challenges, including inadequate tools, outdated equipment, and limited workshop space, particularly in automotive engineering training. Despite increasing interest in immersive learning technologies, few studies have explored localized Virtual Reality (VR) solutions for vocational education in resource-constrained environments. This study developed and evaluated a VR-based teaching platform to support practical learning in motor vehicle mechanics. The novelty of the study lies in the development of a localized and interactive VR training platform tailored to Uganda’s vocational learning context. Using a Design Science Research approach, the system was developed with Third-Dimension Studio Max and Unreal Engine and tested at St. Simon Peter’s Vocational Training Institute in Hoima, Uganda. Data was collected from 30 participants through questionnaires, focus group discussions, and observations. The findings showed improved student engagement, confidence, and understanding of automotive procedures, with over 90% of participants reporting positive learning experiences. The study demonstrates that context-sensitive VR systems can enhance vocational training effectiveness in low-resource educational environments.
Bibliometric Analysis of the Academic-Industry Gap in Vocational Education: Dual Professional Capacity and Competency Standards Fuad Abdillah; Didik Rohmantoro; Dwi Jatmoko; Themba Paulos Nkwanyane
Vocational: Journal of Educational Technology Vol. 3 No. 1 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v3i1.779

Abstract

The gap between vocational graduate competencies and industry remains a strategic challenge requiring strong academia-industry synergy. This study aims to map publication trends, collaboration networks, and thematic evolution of literature on academic-industry integration in vocational education. Using a bibliometric approach, the sample comprises 219,327 publications retrieved from the Dimensions AI database. Network analysis via VOSviewer visualized keyword co-occurrence, author collaboration, institutional affiliations, and geographic distribution to trace thematic shifts over time. Results reveal accelerated post-2020 research productivity, dominance of quantitative-structural approaches, and fragmented author collaborations into three main clusters, with the United States and China as global research epicentres. These findings imply that developing vocational lecturers' dual professional capacity requires consistent policy frameworks, emerging technology integration, and strengthened cross-community collaboration. Consequently, this research provides a strategic roadmap for formulating lecturer training policies and curriculum synchronization based on national competency standards, directly offering actionable solutions to bridge the academic-industry gap in Indonesian vocational education.
How E-Learning Improves Academic Achievement among Taxation Students: Experimental Evidence from an Open University Context Berlina Hidayati
Vocational: Journal of Educational Technology Vol. 3 No. 1 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v3i1.810

Abstract

The rapid adoption of digital learning technologies has transformed higher education, particularly in open and distance learning institutions. However, empirical evidence on the effectiveness of e-learning in taxation education remains limited. This study examined the impact of e-learning on the academic achievement of taxation students at Universitas Terbuka, Indonesia. Using a quantitative experimental approach with a one-group pretest–posttest design, the study involved 218 undergraduate taxation students. Academic achievement was measured through a standardized achievement test administered before and after the e-learning intervention. Data were analyzed using descriptive statistics, the paired-samples t-test, normalized gain (N-Gain), and Cohen’s d effect size. The results demonstrated a significant improvement in students’ academic achievement after participation in e-learning activities. The mean score increased from 63.84 (SD = 8.72) to 82.67 (SD = 7.95), with the paired-samples t-test indicating a statistically significant difference t (217) = 29.47, p < 0.001. The N-Gain score of 0.52 indicated a moderate level of learning improvement, while Cohen’s d value of 2.26 reflected a large practical effect. These findings suggest that e-learning effectively enhances students’ understanding of taxation concepts and problem-solving skills. This study contributes to the literature by providing experimental evidence from taxation education in an open university context and highlights the potential of e-learning to improve academic achievement in distance higher education.
Mapping Ethical Issues in Digital Democracy and Educational Technology: A Bibliometric and Systematic Literature Review Arisman Sabir; Karim Suryadi; Laspida Harti; Yanti Murni; Lelfita; Yuanyuan Wang
Vocational: Journal of Educational Technology Vol. 3 No. 1 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v3i1.819

Abstract

Ethical governance of digital democracy and educational technology has emerged as a critical yet fragmented field of scholarly inquiry, lacking an integrative conceptual framework that bridges democratic participation and digital learning. This study addresses this gap through a bibliometric and systematic literature review of 86 peer-reviewed articles indexed in Scopus, published between 2017 and 2026, selected following PRISMA guidelines through a structured screening of 312 initial records. Bibliometrix R-package and VOSviewer were employed to analyse publication trends, co-authorship networks, keyword co-occurrence, and bibliographic coupling. Results indicate a threefold increase in annual publications between 2020 and 2024, coinciding with the accelerated adoption of AI-driven civic platforms and digital learning environments during and after the COVID-19 pandemic. Co-authorship analysis reveals strong collaborative networks concentrated in the United States, United Kingdom, and Germany, while the Global South contributes fewer than 12% of total publications, indicating a significant geographical knowledge gap. Thematic clustering identifies six dominant research clusters  digital divide, data privacy, AI ethics, digital democracy and citizenship, educational technology, and blockchain governance with algorithmic bias and decentralised governance emerging as underdeveloped yet rapidly growing frontiers. On the basis of these findings, this study proposes the Integrated Ethical Digital Citizenship (IEDC) framework, which conceptually links equitable digital access, algorithmic accountability, and critical citizenship education as mutually reinforcing conditions for democratic digital transformation. The findings call for geographically inclusive research agendas and evidence-based governance policies that address the structural inequalities shaping digital democratic participation worldwide.
Development and Evaluation of NexaDB: A Moodle-Based Project-Based Learning Environment for Database Competency in Vocational Education Cintiya; Mohammad Wildan Habibi; Martini Dwi Endah Susanti; Rindu Puspita Wibawa; Julius Jonas Mbawala; Muhammad Angga Pratama
Vocational: Journal of Educational Technology Vol. 3 No. 1 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v3i1.822

Abstract

Database learning in vocational education requires learning environments that can connect theoretical knowledge with practical project activities and coding practice. However, existing learning practices at SMKN 4 Bojonegoro remain predominantly teacher-centered and provide limited integration between project-based learning, digital learning materials, and database coding practice. This study aims to develop and evaluate NexaDB, a Moodle-based Learning M, anagement System that integrates Project-Based Learning (PjBL) and the Code Runner plugin to support students' cognitive and psychomotor database competencies. The study employed a Research and Development approach using the ADDIE model and a quantitative quasi-experimental non-equivalent control group design with pretest and posttest. The participants were 72 Grade XI Software Engineering students at SMKN 4 Bojonegoro, consisting of an experimental group using NexaDB with PjBL and a control group receiving the existing teacher-centered instruction. The results showed higher N-Gain scores in both cognitive and psychomotor competencies in the experimental group than in the control group. The independent-samples t-test indicated significant differences between the groups in cognitive competency (t=12.70, p<.001) and psychomotor competency (t=7.364, p<.001). The effect sizes (Cohen's d) and 95% confidence intervals further indicated the magnitude and precision of the intervention effect. The novelty of this study lies in integrating Moodle, Code Runner, and PjBL into a single learning environment that connects database concepts, coding practice, project development, assessment, and feedback. The findings contribute theoretically to the integration of project-based and technology-supported learning in vocational database education and provide a practical learning platform for teachers and students.

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