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INDONESIA
Jurnal Pendidikan Vokasi Indonesia
Published by PT. Mifandi Mandiri Digital
ISSN : -     EISSN : 29624649     DOI : https://doi.org/10.63401/jpvi.v1i02
Core Subject : Science, Education, Engineering,
Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Library & Information Science Other
The Indonesian Journal of Vocational Education is published by PT. Mifandi Mandiri Digital. This journal aims to publish and disseminate research findings and studies in vocational education conducted by researchers, teachers, and practitioners in the field of vocational and technical education. The scope of the Indonesian Journal of Vocational Education includes philosophy, curriculum, instruction, assessment, management, and policy in vocational education. In addition, global studies related to the field of technical and vocational education and training (TVET) may also be published in this journal.
Arjuna Subject : Umum - Umum
Articles 30 Documents
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Applying the Problem-Based Learning Model to Computer Network Topics Through the Use of Video Media Susiati Gea; Arini Vika Sari
Jurnal Pendidikan Vokasi Indonesia Vol. 3 No. 02 (2025): ISSUE FEBRUARI
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v3i02.127

Abstract

This study aims to describe the implementation of the Problem-Based Learning (PBL) model in teaching computer network topics using video media among eleventh-grade students at SMA Nasrani 3 Medan. The PBL model, which emphasizes learning through real-world problem-solving, is designed to foster students’ critical thinking, independence, and active engagement in the learning process. This research employed a classroom action research design, conducted in two cycles. Data were collected through questionnaires, interviews, and assessment sheets administered after the instructional sessions. The collected data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that the application of the PBL model supported by video media significantly enhanced students’ critical thinking skills and their ability to solve problems effectively. Thus, the PBL approach proves to be effective in improving both the learning process and outcomes in computer network instruction.
Improving Descriptive Text Writing Achievement through the Demonstration Method among Seventh Grade Students Habibi Afnianda
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 01 (2023): ISSUE AGUSTUS
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i01.128

Abstract

This study is a Classroom Action Research (CAR) aimed at improving students' learning outcomes in writing descriptive texts through the use of the demonstration method. The research subjects were 21 seventh-grade students of MTs Alwashliyah Pantai Labu. The study was conducted in two cycles, each consisting of one meeting. Data collection techniques included learning outcome tests administered at the end of each cycle and a questionnaire distributed during the second cycle. The research design followed the Kurt Lewin model, which involves planning, action, observation, and reflection. Data analysis was carried out using descriptive statistics by calculating the class average and the percentage of mastery learning, with a minimum completeness criterion of 80%. The findings indicate that the implementation of the demonstration method significantly enhanced both the learning process and the students' achievement in writing descriptive texts. Therefore, the demonstration method is considered effective for teaching descriptive text writing to seventh-grade students at MTs Alwashliyah Pantai Labu.
Enhancing Student Learning Outcomes in Narrative Writing Through the Use of Image Media Marlius Lahagu
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 01 (2023): ISSUE AGUSTUS
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i01.129

Abstract

Based on interviews conducted by the researcher with the class teacher, it was found that the students' narrative writing skills at MTs Al-Washiyah Pantai Labu did not meet the Minimum Competency Criteria (KKM) for the Indonesian Language subject, which is set at 65%. The students faced difficulties in storytelling. To address this issue, remedial actions were necessary. One potential solution for improving storytelling skills is the use of sequential images. This series of images is considered effective in motivating students to learn and stimulating them to generate writing ideas. The focus of this study is on improving students' narrative writing skills through the use of sequential image media. The aim of this research is to enhance the process and outcomes of narrative writing instruction for seventh-grade students at MTs Al-Washiyah Pantai Labu. This study uses a classroom action research (CAR) design, which was implemented over two cycles. The subjects of the study were the seventh-grade students of MTs Al-Washiyah Pantai Labu. Data collection in each cycle employed both test and non-test techniques. The test used was an essay test, while the non-test techniques involved observing student learning activities, the use of sequential image media, and teacher activities. Data analysis was conducted using both quantitative and qualitative techniques.
Improving Narrative Text Identification through Cooperative Learning with the NHT Technique Mia Andriyani; Arini Vika Sari
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 01 (2023): ISSUE AGUSTUS
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i01.130

Abstract

This study aims to improve students' learning outcomes in identifying narrative texts using the Numbered Head Together (NHT) cooperative learning method for seventh-grade students at MTs Al Washliyah. This classroom action research was conducted in two cycles, with each cycle consisting of three meetings. The research setting was MTs Al Washliyah in Lubuk Pakam, and the study followed the Kemmis and Taggart model. The subjects of the study were 30 seventh-grade students, consisting of 13 male and 17 female students. Data collection techniques included collaborative observation and documentation, focusing on three aspects: cognitive, affective, and psychomotor. The research instruments used were: affective assessment format, student worksheets, and psychomotor assessment format. The data analysis technique employed was descriptive quantitative statistical analysis. The results indicated that the application of the Numbered Head Together (NHT) cooperative learning method, supplemented with PowerPoint media, successfully enhanced students' learning outcomes in describing narrative texts. This was evident from the improved student learning outcomes in each cycle. In cycle I, 17 students (57%) achieved mastery, while 13 students (43%) did not meet the Minimum Completion Criteria (KKM). In cycle II, the number of students meeting the KKM increased to 22 students (73%), with 8 students (27%) not meeting the KKM. These findings suggest that the Numbered Head Together (NHT) method significantly improved students' ability to identify narrative texts.
Enhancing Students' Narrative Writing Skills through the Circuit Learning Model Muliana Halawa
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 01 (2023): ISSUE AGUSTUS
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i01.131

Abstract

This study aims to improve the narrative writing skills of Grade VII students at MTs Alwashliyah Pantai Labu through the implementation of the Circuit Learning model. The Circuit Learning model is applied as a pedagogical strategy to address the low performance in students’ narrative composition. The research was conducted using a Classroom Action Research (CAR) design consisting of two cycles, each comprising four stages: planning, implementation, observation, and reflection. The participants of this study were 25 seventh-grade students. The findings demonstrate a gradual and significant improvement in students’ ability to write narrative texts. Observational data revealed enhanced teacher guidance and increased student engagement throughout the learning process. Student learning outcomes also showed notable progress, with 60% of students achieving a "Good" category in the first cycle, and 80% reaching a "Very Good" category in the second cycle. Based on these results, it is recommended that school leadership support and facilitate teachers in developing and implementing effective writing instruction using innovative learning models such as Circuit Learning. The study concludes that the Circuit Learning model can effectively enhance students’ narrative writing skills.
The Implementation of the Picture and Picture Learning Model to Enhance Students’ Motivation and Academic Achievement in Narrative Writing Raudatul Izmi; Arini Vika Sari
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 01 (2023): ISSUE AGUSTUS
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i01.132

Abstract

Language can also be understood as a system of learning that involves communication procedures. In language learning, one essential component is writing skills, which are crucial to develop and practice—particularly in writing narrative essays. A narrative essay is a form of writing that describes events in chronological order. To enhance students' ability to write narrative essays, this study employed the Picture and Picture method, which presents instructional material through a sequence of images integrated with media. This research utilized a Classroom Action Research (CAR) design consisting of two cycles. Data were collected through observation, tests, and documentation. The subjects of this study were 25 seventh-grade students at MTs Alwashliyah Pantai Labu during the 2021/2022 academic year. The aim was to improve their narrative essay writing skills. The results showed a significant improvement in students’ writing performance, with the average score increasing from 67.2 before the implementation of the method to 81.6 afterward. These findings indicate that the Picture and Picture method is more effective in enhancing students’ writing skills compared to the previously used lecture-based approach.
Optimizing the Use of Social Media as a Learning Tool in the Implementation of the Merdeka Curriculum at An-Nizam Senior High School Richi Irawan
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 02 (2024): ISSUE FEBRUARI
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i02.133

Abstract

The world of education today is inseparable from the development of social media, which is increasingly used as a learning tool by both teachers and students. The use of social media offers numerous benefits for learning activities, both in school and at home. In line with this, the Merdeka Curriculum introduced by the Indonesian government encourages schools to utilize internet access as part of the learning process. This study aims to explore the significant role of social media in the educational environment, particularly in enhancing learning within the context of the Merdeka Curriculum. The research was conducted at SMA An-Nizam through Classroom Action Research (CAR), involving 29 students from Grade XI Science (Al-Khawarizmi class) as respondents. Data were collected using a student questionnaire. The findings reveal that 23 students spend more than four hours daily accessing the internet, 21 students actively use social media as a learning tool, and 20 students reported improved mastery of applications due to learning through social media platforms. These results indicate that social media plays an important role in supporting the implementation of independent and flexible learning.
The Implementation of Problem-Based Learning Model to Enhance Students' Understanding of National Identity Material in Secondary Schools Sandra Dwi Hidayani
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 02 (2024): ISSUE FEBRUARI
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i02.134

Abstract

This Classroom Action Research (CAR) aims to address learning challenges faced by students, particularly in Civic Education (PPKn), which is often perceived as a tedious subject. Professional teachers are expected to apply various instructional models and media to enhance the quality of learning. The primary objective of this study is to evaluate the effectiveness of implementing the Problem-Based Learning (PBL) model in improving students' learning outcomes in Civic Education while simultaneously fostering national identity through the integration of local historical values. This qualitative study collected data through observation, interviews, documentation, literacy review, and testing. The research subjects were 15 eighth-grade students of MTs Al-Hidayah Patumbak for the academic year 2022/2023, with the Civic Education teacher acting as the practitioner, peers serving as learning process observers, and the principal as an additional data source. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The findings revealed that the implementation of the Problem-Based Learning model effectively enhanced students' motivation and academic achievement in Civic Education. Moreover, the use of local history-based instruction successfully cultivated a sense of unity and strengthened students' national identity, confirming that Classroom Action Research utilizing the PBL model provides a concrete solution for addressing learning difficulties in Civic Education.
Optimization of Literacy, Numeracy, and Technology Adaptation through the Implementation of the Kampus Mengajar Program Sinta Ulina Situmorang
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 02 (2024): ISSUE FEBRUARI
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i02.135

Abstract

Improving literacy and numeracy at the primary education level is a crucial aspect that must be prioritized in the context of national educational development. One of the initiatives to enhance students' literacy and numeracy skills in Indonesia is the "Kampus Mengajar" Program, a part of the Merdeka Belajar Kampus Merdeka (MBKM) policy implemented by the Ministry of Education, Culture, Research, and Technology. SDN 101914 Kampung Baru, as a primary educational institution, plays a significant role in shaping students' character and foundational skills. This study aims to analyze the implementation of the Kampus Mengajar Batch 6 Program in improving literacy, numeracy, and technology adaptation at SDN 101914 Kampung Baru. The research method followed the structured stages outlined in the Kampus Mengajar Batch 6 guideline, involving university students as agents of change within the school environment. The findings indicate that the program had a significant positive impact on enhancing students' literacy, numeracy, and technology adaptation skills.
The Implementation of the STAD Method to Improve Narrative Writing Skills of Seventh-Grade Students Utari, Utari; Arini Vika Sari
Jurnal Pendidikan Vokasi Indonesia Vol. 2 No. 02 (2024): ISSUE FEBRUARI
Publisher : PT. Mifandi Mandiri Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63401/jpvi.v2i02.136

Abstract

This study aims to improve the narrative writing skills of seventh-grade students at MTs Alwasiyah Pantai Labu through the implementation of the STAD (Student Teams Achievement Divisions) learning method. The research was conducted as a Classroom Action Research (CAR) over two cycles, each comprising one meeting, involving 22 students as research participants. The study employed the Kemmis and McTaggart model, utilizing observation, written tests, and documentation as data collection techniques. Data were analyzed using descriptive statistical methods by calculating the class average scores. The success criteria were set at a minimum class average score of 70 and at least 80% of students achieving mastery learning. The results indicated that the pre-action average score was 64.7 with 8 students not achieving mastery, which improved to 73.4 in the second cycle with only 3 students not achieving mastery. These findings demonstrate that the application of the STAD method effectively enhances students’ narrative writing skills and their learning motivation.

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