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INDONESIA
Jurnal Pendidikan Vokasi
Published by Universitas Negeri Yogyakarta
ISSN : 20882866     EISSN : 24769401     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol. 15 No. 2 (2025): June" : 10 Documents clear
Managing soft skills development in vocational higher education: A case study of institutional practices in Indonesia Widodo, Syukri Fathudin Achmad; Munadi, Sudji; Harjanto, Chrisna Tri; Prasetya, Tri Adi; Muflih, Betania Kartika
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.73825

Abstract

The demands of the workplace in the Industry 4.0 era require vocational education to produce graduates who not only master technical skills but also possess non-technical (or "soft") skills, such as communication, teamwork, adaptability, and problem-solving. This study aims to identify and analyze effective institutional practices in developing soft skills in vocational higher education. This research employs a qualitative case study approach, using semi-structured interviews with department heads, study program heads, and lecturers at two State polytechnics in Indonesia. Thematic analysis reveals that soft skills development is implemented through four primary strategies: student orientation, internal training, external training with industry, and integration into the curriculum. These four strategies form a holistic institutional model to strengthen students' personal and professional readiness for the workplace. The research findings emphasize the importance of systematic management of soft skills development to produce vocational graduates who are technically competent, possess strong character, and are highly competitive.
Critical writing patterns and learning strategies among vocational college students: Evidence from thesis writing Putera, Zulmy Faqihuddin; Suyono, Suyono; Rofiuddin, Ahmad; Harsiati, Titik; Shofiah, Nurul
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.76100

Abstract

Developing critical writing skills remains a persistent challenge for vocational college students whose learning environments emphasize practical and technical competencies over academic discourse. Research specifically examining how vocational students demonstrate critical thinking in thesis writing is still limited. This study investigates (1) the patterns of critical writing that emerge in students’ thesis reports and (2) students’ perceptions of the strategies they use when engaging in critical writing. A qualitative design combining content analysis and thematic analysis was applied. Data were collected from 22 final thesis reports from 12 study programs and reflective statements and interviews with 10 Diploma-4 students. The analytical framework was adapted from Paul and Elder’s substantive writing skills. The findings show that vocational students demonstrate strengths in explanation and basic analysis; however, more advanced cognitive skills—such as synthesis, evaluation, and argument construction—remain weak. Students rarely develop counterarguments, critically examine opposing views, or integrate sources into coherent reasoning. Thematic analysis further reveals that students perceive critical writing as fulfilling structure and format rather than as a process of reasoning, evaluation, and synthesis. Difficulties are concentrated in topic delimitation, literature review, paraphrasing, and maintaining academic integrity, while supervisor feedback becomes the primary driver of writing progress. Overall, the study highlights a gap between students’ high motivation and their limited epistemic awareness of academic argumentation. These results emphasize the need for explicit instruction, structured scaffolding, and feedback focused on argument development rather than formatting. The study contributes to the literature by offering detailed insights into how critical writing develops within vocational higher education contexts and by proposing practical directions for instructional improvement.
Usability evaluation of an augmented reality application for ship design learning: Evidence from Nielsen’s Attributes of Usability Khairi, Muhammad Irsyad; Mu'minin, Amirul
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.77223

Abstract

The rapid shift toward digital and immersive learning environments has encouraged the use of Augmented Reality (AR) as an instructional medium capable of visualizing complex objects. However, studies examining AR in maritime vocational contexts — particularly ship design — remain limited, and usability-driven development approaches are rarely documented. This study aims to design and evaluate the usability of the EV. Hadapera AR application for ship design learning, focusing on students’ user experience when interacting with immersive 3D learning content. The research adopted a Research and Development approach in combination with the Double Diamond design framework, while usability was assessed using Nielsen’s Attributes of Usability (NAU). A total of 30 students from the Ship Construction Engineering Technology program participated and completed a usability questionnaire following hands-on application use. Data were analyzed using validity and reliability testing, followed by descriptive calculations of usability scores. Results indicate excellent usability performance across learnability (87.6%), satisfaction (85.2%), efficiency (83%), and memorability (82.6%), with the error dimension rated good (79%), producing an overall usability level of 83.48%. These findings demonstrate that the application is intuitive, engaging, and supportive of interactive exploration of ship structures through mobile-based AR. This study contributes empirical evidence on usability-oriented AR design in maritime vocational education and highlights the relevance of NAU as an evaluation framework for immersive learning tools. Future research should expand to larger samples, include multi-device testing, and integrate learning-outcome measurements to complement usability results.
Measuring internship quality in education: A Systematic review and comparative synthesis of internship scales Mulyana, Olievia Prabandini; Hidayah, Nur; Eva, Nur; Setiyowati, Ninik; Shafie, Amin Al Haadie
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.78700

Abstract

Internship programs play a strategic role in bridging academic learning and workplace practice; however, the quality of these programs is often assessed using diverse and fragmented instruments. The absence of standardized and theoretically robust internship quality scales has resulted in inconsistent measurement, limiting cross-study comparability and evidence-based improvements. This study systematically reviews and compares measurement scales that have been used to evaluate the quality of internship programs in educational contexts. Employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, articles were identified from Scopus and Google Scholar using predefined keywords, screened through identification, eligibility, and inclusion stages, and filtered based on year of publication (2000–2024), focus on internship quality, explicit reference to measurement instruments, and student samples. Twelve empirical studies met the inclusion criteria. The review highlights several key instruments, including the Job Diagnostic Survey (JDS), Internship Quality Inventory (IQI), Questionnaire for Professional Training Evaluation (Q4TE), Vocational Internship Evaluation Scale, and other adapted scales. Findings show that while employee-based instruments (e.g., JDS) capture job characteristics and motivation, education-specific scales (particularly IQI) provide a more comprehensive conceptualization by integrating autonomy, supervision quality, learning opportunities, and social support. Nonetheless, none of the identified scales fully address contextual, cultural, and programmatic variations across institutions. This review contributes a consolidated mapping of internship quality scales, clarifies their strengths and limitations, and underscores the need for developing theoretically grounded, context-sensitive, and standardized instruments for educational settings. Future research should emphasize scale validation across cultures and disciplines and integrate mixed-methods approaches to strengthen construct validity and practical relevance.
Evaluating English coursebooks for Indonesian vocational schools: A SQRAR-based material analysis in the EFL context Sukarno, Sukarno; Purnawan, Ari; Jinabe, Megan
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.83240

Abstract

English learning materials play a pivotal role in supporting vocational high school (SMK) students in acquiring language competencies relevant to both academic progression and workplace demands. This study evaluates the quality, relevance, and pedagogical suitability of government-issued English coursebooks for Grades 10, 11, and 12 used in Indonesian vocational schools. Employing the SQRAR (Structure, Quality, Relevance, Appropriateness, and Readability) evaluation framework, expert reviewers in English language teaching assessed the coursebooks based on content organization, contextual alignment, linguistic features, and usability. The findings show that while the materials generally align with the national curriculum, several aspects require enhancement—particularly in integrating vocationally contextualized content, improving readability, and strengthening task authenticity. The study highlights the need for systematic revisions and adaptive learning resources that better reflect the linguistic, professional, and communicative needs of vocational students. Recommendations include embedding workplace discourse, incorporating industry-relevant tasks, and enriching multimodal resources to ensure that English materials more effectively support students’ future employability in diverse vocational fields.
Organizational participation, character development, and digital competence: Building teacherpreneurship in vocational teacher education under the Merdeka Belajar framework Mariah, Siti; Aguilar, Mark Gabriel Wagan; Wati, Ika Wahyu Kusuma; Jarapa, Amelia
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.84203

Abstract

Teacherpreneurship has emerged as a strategic response to the growing demand for teachers who are not only pedagogically competent but also creative, opportunity-driven, and digitally literate. However, limited empirical evidence explains how organizational participation and character formation interact to shape entrepreneurial readiness among prospective vocational teachers, particularly within the Merdeka Belajar framework. This study employs an explanatory sequential mixed-methods design to examine the relationships between organizational participation, character development, and teacherpreneurship. Quantitative data were collected from 120 students using validated instruments, followed by qualitative interviews, focus group discussions, and observations involving 24 purposively selected participants. Statistical analyses, including multiple regression and structural equation modeling, indicate that organizational participation significantly predicts teacherpreneurial readiness, with character development acting as a partial mediator. Students demonstrated strong creativity, leadership, and digital competence, yet faced persistent challenges related to risk-taking, time management, institutional bureaucracy, and limited commercialization literacy. The qualitative findings further reveal identity shifts as students increasingly positioned themselves as innovators capable of developing educational products and digital learning services. SWOT analysis highlights that technological advancement and flexible curriculum opportunities outweigh threats such as competition and automation. The study concludes that teacherpreneurship requires a synergistic integration of experiential organizational learning, character education, and digital entrepreneurship training. Implications are directed toward vocational teacher education institutions to embed credit-bearing organizational engagement, structured mentorship, and micro-grant schemes aligned with Merdeka Belajar policies. These findings contribute to expanding theoretical perspectives on teacherpreneurship while offering practical strategies for strengthening vocational teacher preparation in rapidly evolving educational ecosystems.
The Identifying core competencies for Society 5.0: A confirmatory factor analysis across ordinal and continuous data Indra, Muhammad; Triyono, Mochamad Bruri; Rahdiyanta, Dwi; Pardjono, Pardjono; Munadi, Sudji; Zakarijah, Masduki; Priyanto, Priyanto; Nuryanto, Apri; Adi, Priyo Nugroho; Widari, Tika
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.85338

Abstract

Society 5.0 demands individuals who demonstrate integrated character, knowledge, and skills to navigate technology-driven environments. However, existing research rarely compares different estimation strategies in Confirmatory Factor Analysis (CFA) when modeling competency structures. This study aims to identify stable competency indicators for the Society 5.0 era (C-5.0) using several CFA estimation approaches across ordinal and continuous data types. A quantitative survey was conducted with Indonesian TVET academics and practitioners, and data were analyzed using multiple statistical simulations. The model included 30 manifest indicators representing affective, cognitive, and psychomotor domains. Findings reveal that only six indicators consistently remained robust across estimation techniques: curiosity, environmental care, and social care (character domain); creative thinking and innovative thinking (knowledge domain); and cooperative skills (skills domain). One indicator—critical thinking—did not satisfy goodness-of-fit criteria in any estimation scenario, suggesting that its contribution may be context-dependent within TVET environments. These findings highlight that not all theoretically important indicators operate similarly under different measurement conditions. Methodologically, the study emphasizes the importance of testing alternative CFA estimation strategies when competency frameworks involve mixed data types. Practically, the results provide policymakers and vocational institutions with empirically validated priorities for curriculum development, focusing on competencies that demonstrate measurement stability in real-world contexts. Future studies should examine longitudinal validation and cross-cultural replication to strengthen generalizability.
Factors influencing vocational teachers’ e-Learning adoption: A technology acceptance model approach Rahmat, Roni Eka; Hadi, Samsul; Syafmaini, Iis Elfa; Gusti, Utari Akhir; Luthfi, Afdal; Fortuna, Aprilla
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.86375

Abstract

The rapid expansion of digital learning environments has encouraged schools to integrate e-learning into teaching practices. However, many vocational teachers still show uneven levels of adoption, indicating that the factors shaping their willingness and actual use of e-learning require deeper investigation. This study examines the determinants of vocational teachers’ e-learning adoption using the Technology Acceptance Model (TAM), focusing on the roles of perceived usefulness (PU), perceived ease of use (PEOU), behavioral intention (BI), and actual use (AU). A quantitative survey was administered to 118 vocational high school teachers, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that PEOU significantly influences both PU and BI, while PU also exerts a positive effect on BI. Furthermore, BI demonstrates a strong and significant effect on AU, mediating the relationships between PU, PEOU, and AU. Overall, the model explains a substantial proportion of variance in teachers’ behavioral intention and actual use of e-learning. These results confirm the robustness of TAM in vocational education contexts and highlight that teachers are more likely to use e-learning when they perceive it as easy, useful, and aligned with their instructional needs. Practically, the study suggests that vocational schools should strengthen digital literacy training, provide technical support, and design user-friendly platforms to enhance teachers’ confidence and motivation. At the policy level, establishing clear digital competence standards may foster sustainable e-learning adoption across vocational institutions.
Intercultural learning experiences and self-efficacy in English use among aviation vocational students Fatmawati, Fatmawati; Rochmawati, Laila; Sukma, Meita Maharani; Klau, Edmond Brianaldy Tahu; Kusumayati, Lusiana Dwi; Moonlight, Lady Silk
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.90645

Abstract

Globalization increasingly demands graduates who are able to communicate across cultures confidently and appropriately. However, limited evidence explains how culturally diverse students in semi-military vocational settings experience intercultural learning, particularly when language barriers and differing expectations shape their academic and social adjustment. This study explores the motivations, perceived benefits, challenges, and intercultural learning experiences of foreign students enrolled at Surabaya Aviation Polytechnic. Using a qualitative case study approach, data were collected from 18 Timor-Leste students through semi-structured interviews and open-ended questionnaires, and analyzed using deductive–inductive thematic analysis with data triangulation. The conceptual frameworks of intercultural communicative competence (ICC), cultural intelligence (CQ), and self-efficacy in English use informed the construction of interview guides and the interpretation of findings. Results reveal six key motivations for studying abroad, mainly career advancement, institutional reputation, and program practicality. Nevertheless, students experienced a clear gap between expectations and reality. Limited interaction with local peers, regional language accents, and low confidence in using English led to reduced frequency of intercultural encounters, social withdrawal, and stagnation in ICC development. Personal factors such as introversion and language anxiety further constrained participation. The findings suggest that authentic intercultural exposure, confidence-building strategies, and structured cultural preparation are essential to support students’ integration and learning. Practically, institutions should provide mentoring, communication simulations, and media-based cultural orientation to improve students’ readiness, emotional regulation, and self-efficacy. The study contributes to the literature by highlighting how intercultural learning unfolds in a unique vocational aviation context and by proposing practical approaches to enhance students’ intercultural development.
Teacher professional identity, resilience, and burnout: Evidence from higher education teachers Ratnaningtyas, Heny; Aditya, Michael Khrisna; Pangkerego, Eduard Rudolf
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025): June
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i2.90811

Abstract

Teacher professional identity is widely recognized as a key factor shaping motivation, commitment, and well-being in teaching practice. However, limited empirical evidence explains how teachers’ sense of identity interacts with resilience and burnout, particularly across different program types and institutional contexts. This study examines the relationships between teachers’ professional identity, resilience, and burnout, and identifies the extent to which resilience mediates the influence of professional identity on burnout. A quantitative correlational design was employed involving teachers who completed validated professional identity, resilience, and burnout scales. Data were analyzed using structural equation modeling. The results show that professional identity is positively associated with resilience and negatively associated with burnout. Resilience demonstrates a significant negative effect on burnout and partially mediates the relationship between professional identity and burnout. These findings indicate that teachers who internalize their professional role more strongly tend to be more resilient and less vulnerable to emotional exhaustion, depersonalization, and reduced personal accomplishment. The study highlights the importance of strengthening teacher identity formation alongside resilience-building programs as an integrated strategy for preventing burnout. Practically, the findings suggest that higher education institutions should design professional development initiatives that foster reflective practice, supportive collegial environments, and adaptive coping skills. The study contributes theoretically by clarifying the mediating mechanism linking identity, resilience, and burnout, and practically by offering evidence-based recommendations for teacher well-being interventions.

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