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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 20 Documents
 1   2 
Enhancing Learning Outcomes in Basic Electricity and Electronics: The Power of Simulation Media in Problem-Based Learning Mustaqim, Bima; Opetu, Demitila Okola; Sibuea, Abdul Muin; Siagian, Sahat; Junaidi, Agus
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.365

Abstract

This study investigates the impact of simulation media in problem-based learning on student learning outcomes in Basic Electricity and Electronics. The research problem addresses the low student engagement and learning performance due to conventional teaching methods. The purpose of this study is to compare the effectiveness of Livewire and Proteus simulation media in enhancing students' understanding of direct current circuit analysis. This research employs a quasi-experimental method with a Two-Group Pretest-Posttest Design. The study sample consists of 64 tenth-grade students from the Electrical Power Installation Engineering program at SMK Negeri 1 Percut Sei Tuan, divided into two groups: one using Livewire simulation and the other using Proteus simulation in problem-based learning. Data was collected through pretests and posttests, analyzed using t-tests to determine differences in learning improvement. The results reveal that students using Livewire simulation media achieved significantly higher post-test scores (average 80.3) compared to those using Proteus simulation media (average 63.7). These findings suggest that Livewire is more effective in facilitating conceptual understanding and problem-solving skills. The implications highlight the need for integrating technology-based learning tools to enhance vocational education outcomes. Schools and educators should consider incorporating simulation-based learning strategies to improve student engagement and academic performance.
Effect of Diabetes Mellitus Educational Video on Knowledge Improvement among Adolescents in Indonesia Puspita, Listya; Mlwale, Husna Juma; Nurjannah
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.397

Abstract

Diabetes Mellitus is a health problem that can be prevented by increasing knowledge during adolescence. However, the lack of understanding about this disease among adolescents hinders early prevention efforts. This study aims to examine the effect of educational video media about Diabetes Mellitus on improving adolescents’ knowledge. A pre-experimental design with a one-group pretest-posttest approach was used. The research sample consisted of 42 students from Bina Cipta Senior High School (SMA) Palembang, selected using purposive sampling. The intervention involved showing an educational video on Diabetes Mellitus after the pretest, followed by a posttest to measure knowledge changes. The T-test results showed a significant value of 0.000 (p<0.05), indicating a significant increase in knowledge after the video intervention. The findings imply that educational videos are an effective tool to enhance adolescent knowledge about Diabetes Mellitus and can be used as an alternative method in health promotion strategies within schools to address knowledge gaps and support early disease prevention.
Effect of Audio-Visual Health Education on Knowledge Level of Elderly with Uric Acid Disease Nurjannah; Lindra, Resti Maisa; Khassim, Said Sudi
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.396

Abstract

Gout is a common health problem among the elderly, often exacerbated by limited knowledge regarding its management and prevention. This study aims to determine the effect of audiovisual health education on the knowledge level of elderly individuals with gout. A pre-experimental design with a one-group pre-test and post-test approach was employed. The research was conducted at the Bina Sejahtera Lansia Posyandu, Palembang City, on December 7, 2024. The sample consisted of 30 elderly participants selected using purposive sampling. Data collection began with a pretest to assess baseline knowledge using a structured questionnaire. Participants then received an audiovisual health education intervention, followed by a posttest to evaluate changes in knowledge. The results showed an increase in the average knowledge score from 6.07 (pre-test) to 8.33 (post-test). Statistical analysis using the Wilcoxon test yielded a p-value of 0.000 (p<0.05), indicating a significant improvement in knowledge after the intervention. These findings imply that audiovisual health education can be an effective method to enhance disease-related knowledge among the elderly, particularly in community-based health settings. Improving knowledge is a crucial step toward empowering the elderly to manage and prevent gout more effectively.
Evaluating Creative Problem-Solving Test for Elementary Students: Evidence from Factor Analyses Herianto; Rosnawati, Raden; Jusmiana, Andi; Mabanja, Ashiraf
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.459

Abstract

The lack of reliable and valid instruments to assess creative problem-solving (CPS) in elementary students is a primary problem, especially within evolving educational frameworks. Purpose of this Research: This study aimed to examine the validity and reliability of a CPS assessment instrument focusing on the dimensions of originality, completeness, and practicality to develop a more accurate measurement model. Research Methods: Using a quantitative, cross-sectional design, the data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Research Sample: Data were collected from a sample of 150 elementary school students in South Sulawesi Province, Indonesia. Results and Implications: The results indicated that the CPS instrument is best represented by two aspects: originality and completeness, while the practicality aspect was excluded. The implication of this finding is the provision of a refined, valid, and reliable two-factor CPS model. Impact: The impact is that educators now have a more robust tool to accurately measure student creativity, which supports the cultivation of 21st-century skills and informs curriculum development by focusing on empirically supported aspects of creative problem-solving.
Development of Canva-Based Sports Learning Media to Enhance Elementary Students' Understanding of Sport Types Pratama, Kukuh Wahyudin; Purnomo, Sigit; Kartika, Rani; Al-Ihsan, M. Iqbal; Andriani, Dia; Kodri, Suci
Vocational: Journal of Educational Technology Vol. 2 No. 1 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i1.471

Abstract

The integration of digital media in elementary education is crucial for supporting students’ conceptual understanding, especially in subjects such as physical education, where visual and interactive learning tools can enhance comprehension. This study aims to develop Canva-based sports learning media designed to improve elementary students’ understanding of sport types. The development process followed the 4D model (Define, Design, Develop, and Disseminate), with a sample of 30 fifth-grade students from an elementary school in Yogyakarta, selected through purposive sampling. The media includes interactive and visually engaging content, such as categorized illustrations of ball sports and home-based physical activities, aligned with the national physical education curriculum. Validity testing involved evaluations from subject matter and media experts, resulting in an average validity score of 90.5%, classified as “very valid.” Practicality testing, based on student responses, produced an average score of 89.25%, also categorized as “very practical.” These findings indicate that the developed media is both pedagogically sound and technically feasible for classroom use. The study concludes that Canva-based learning media can serve as an effective instructional tool for enhancing conceptual understanding of sport types in elementary education. It offers a creative, accessible, and engaging alternative to traditional instructional resources, supporting both educators and learners in achieving curriculum goals.
The Role of the Technical and Vocational Education and Training (TVET) Curriculum in Enhancing Workforce Readiness Teferi, Geleta Buraka; Gu, Qiaolun; Wu, Zhen
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.481

Abstract

The Technical and Vocational Education and Training (TVET) curriculum is essential for producing a skilled labor force, many graduates continue to experience disconnect between their learned skills and the demands of the job market.  This discrepancy restricts economic productivity and damages employability.  This study looks at how integrating theoretical and practical instruction, fostering both technical and soft skills, and matching learning outcomes with industry requirements can all help a well-structured TVET curriculum overcome these obstacles.  The study emphasizes how important curriculum design is in improving graduates' flexibility, problem-solving skills, and capacity for lifelong learning qualities necessary for navigating quickly changing technological and economic landscapes. A strong TVET program enhances organizational performance, boosts individual career prospects, and advances socioeconomic development by giving students industry-relevant competencies.  The report promotes ongoing cooperation between academic institutions, decision-makers, and industry stakeholders and emphasizes the significance of strategic curriculum planning as a remedy for workforce under preparedness.  The results ultimately show that a strong TVET program not only lays the groundwork for employability but also serves as a stimulant for long-term economic expansion and national competitiveness.
The Influence of Ludo Game Learning Media on the Learning Motivation of Fifth Grade Elementary School Students Agustiana Putri, Dya Ayu; Astutik, Leny Suryaning; Mwakapemba, James Leonard
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.599

Abstract

The research problem in this study concerns the low motivation of elementary school students in learning mathematics, particularly algebra, when taught using conventional methods. The purpose of this research was to examine the effectiveness of Ludo board learning media in enhancing students’ learning motivation of algebraic concepts. A quasi-experimental design with a pretest-posttest control group was employed, involving fifth-grade students divided into an experimental group and a control group. The experimental group received algebra instruction using Ludo board media, which integrated interactive elements such as dice rolls, token movements, and algebra-related questions, while the control group was taught through traditional instruction. Data on student motivation was collected using a validated 15-item questionnaire with high reliability (Cronbach’s Alpha=0.883). Pretest results indicated no significant difference between groups (p=0.548), confirming equivalence, while posttest analysis revealed a significant improvement in the experimental group compared to the control group (p < 0.001). The implications of these findings highlight that game-based learning media can increas the problem of low motivation by creating an engaging, interactive, and collaborative environment. The impact of this study demonstrates that integrating Ludo board media into mathematics instruction can accommodate diverse learning styles, foster social interaction, and improve motivation learning. This approach offers a practical strategy for enhancing the quality of mathematics education at the elementary level.
The Effect of Project-Based Learning Using E-Learning on Student Learning Outcomes in Vocational Education Courses Desmira, Desmira; Akbar, Muhammad Sonhaji; Rahman, Erik; Taufik, Taufik; Mbawala, Julius Jonas
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.603

Abstract

The integration of digital technology in higher education has accelerated the need for innovative pedagogical approaches that foster active learning and digital competence. Project-Based Learning (PjBL) supported by e-learning provides authentic, technology-driven experiences that are particularly valuable in vocational education, where students must connect theory with practice. This study examined the effect of PjBL using e-learning on student learning outcomes in vocational education courses at the Department of Information Technology Education, Universitas Negeri Surabaya. A quasi-experimental pretest–posttest control group design was employed with 64 purposively selected undergraduate students from the 2024/2025 academic cohort. Participants were assigned equally to an experimental group (n = 32), which received PjBL integrated with e-learning, and a control group (n = 32), which received conventional lecture-based instruction. Data were collected through pretests and posttests and analyzed using descriptive statistics, independent samples t-test, and effect size calculations. Findings revealed that the experimental group achieved significantly higher posttest scores (M = 84.63, SD = 5.21) compared to the control group (M = 76.88, SD = 6.02). The independent samples t-test confirmed the significance of the difference (t = 5.67, p < 0.001), while Cohen’s d (d = 1.32) indicated a large effect size. These results demonstrate that integrating PjBL with e-learning substantially improves learning outcomes in vocational education. In conclusion, PjBL supported by e-learning offers an effective instructional strategy for enhancing problem-solving, higher-order thinking, and active student engagement. The findings suggest that aligning pedagogy with digital platforms can optimize learning effectiveness and strengthen students’ readiness for professional challenges.
Improvement of Learning Outcomes Using the Scramble Model with Interactive Video Media Anam, Khoirul; Kusuma, Ridho Surya; Sirajuddin, Suharti; Santosa, Eric
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.609

Abstract

The integration of active learning strategies with digital media has become increasingly essential in higher education to enhance student learning outcomes. This classroom action research investigated the effectiveness of the Scramble learning model supported by interactive video media in improving student achievement in the English Language Education Department at Universitas Negeri Makassar. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection. A total of 32 undergraduate students participated, selected through purposive sampling. Data collection employed tests, observations, and reflective notes, while data analysis combined descriptive statistics with normalized gain (N-gain) to evaluate improvements in learning outcomes. The findings showed consistent progress across cycles. Average student performance improved significantly from the baseline measurement to the second cycle, demonstrating that the instructional strategy effectively supported knowledge acquisition. Moreover, the integration of Scramble activities with interactive video fostered greater classroom engagement, collaboration, and motivation. Students responded positively to the use of multimedia-based tasks, which provided a more dynamic and student-centered learning environment. The study concludes that the Scramble model, when combined with interactive video media, is a highly effective approach to improving learning outcomes in teacher education courses. Beyond raising academic achievement, this model also contributes to enhancing students’ critical thinking, active participation, and collaborative learning. These findings highlight the potential of technology-enhanced active learning models to address challenges in higher education and provide meaningful benefits for both teaching practice and student development.
Improving Mathematics Learning Outcomes Using the Make A Match Learning Model with Number Cards Pujianto, Eko; Nimpagaritse, Stève
Vocational: Journal of Educational Technology Vol. 2 No. 2 (2025)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v2i2.610

Abstract

Mathematics remains one of the most challenging subjects for students, particularly in teacher education programs, where mastery is essential not only for academic success but also for future pedagogical practice. Conventional teacher-centered methods often fail to promote active engagement and deep conceptual understanding, underscoring the need for innovative approaches that combine interaction, collaboration, and enjoyable learning experiences. This study aimed to improve students’ mathematics learning outcomes through the implementation of the Make A Match learning model supported by number cards. The research employed a classroom action research design conducted in two cycles, each comprising the stages of planning, action, observation, and reflection. The participants were 28 undergraduate students enrolled in the Department of Primary School Teacher Education, Universitas Doktor Nugroho Magetan. Data were collected using formative tests, observation sheets, and field notes, and were analyzed through both quantitative and qualitative approaches. The findings demonstrated a consistent improvement in students’ learning outcomes. The mean score increased from 60.71 in the pre-cycle to 72.14 in Cycle I and 83.57 in Cycle II. Similarly, the percentage of students achieving mastery rose from 42.86% in the pre-cycle to 71.43% in Cycle I and 89.29% in Cycle II. Qualitative data supported these results, indicating enhanced engagement, collaboration, and active participation during learning activities. In conclusion, the Make A Match learning model with number cards effectively improved both the process and outcomes of mathematics learning. The study suggests that this strategy not only strengthens mathematical achievement but also fosters essential skills such as cooperation, communication, and problem-solving, making it a promising pedagogical approach for teacher education contexts.

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