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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 6 Documents
 1 
Search results for , issue "Vol. 15 No. 3 (2025): November" : 6 Documents clear
Evaluating a school–industry partnership using the CIPP Model: Evidence from the light vehicle engineering program at SMK Ma’arif Salam Cahyadi, Ilham; Suyanto, Wardan; Ameran bin Wan Mat, Wan
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.74594

Abstract

Partnerships between vocational schools and industry are expected to strengthen the link between learning and workplace demands; however, the extent to which partnership programs are implemented effectively is not always systematically evaluated. This study evaluates the partnership program between SMK Ma’arif Salam and PT Astra Daihatsu Motor (ADM) in the Light Vehicle Engineering Department using the CIPP (Context, Input, Process, Product) evaluation model. Respondents consisted of the Principal, Vice Principal for Public Relations, Head of Department, teachers, and industry partners. Data were collected through validated questionnaires, interviews, and document analysis, and were analyzed using descriptive statistics and qualitative thematic analysis. The overall achievement level of the partnership program reached 84% (good), with context 89% (very good), input 84% (good), process 84% (good), and product 65% (fair). The results indicate that although the program is generally well managed, several persistent challenges remain: high teacher workload, limited coordination with industry, inadequate facilities and funding, limited industrial experience among teachers, uneven implementation of SOPs, low student motivation, and suboptimal graduate absorption. The product component shows the lowest performance, suggesting that the program’s outcomes have not fully translated into improved student competence and employability. This evaluation provides evidence-based guidance for prioritizing improvement efforts, particularly in strengthening teacher development, aligning facilities with industry standards, expanding internship opportunities, and enhancing curriculum implementation. The findings also offer transferable insights for other vocational schools and industries implementing similar partnership schemes.
Developing video-based learning media for Shielded Metal Arc Welding: A 4D model approach Fahrudin, Imron; Suharno, Suharno
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.76469

Abstract

Video-based learning media has the potential to support students’ conceptual understanding in vocational welding courses; however, many available videos focus mainly on procedures and provide limited pedagogical guidance that has been validated by experts. This study aims to develop and evaluate video-based learning media on the topic of the strong influence of welding current in Shielded Metal Arc Welding (SMAW). The study adopted a Research and Development design using the 4D model (Define, Design, Develop, Disseminate). The product was validated by material and media experts and was then implemented with 40 students enrolled in the Welding Technology course in the Mechanical Engineering Education Study Program. Data were collected through documentation, interviews, observations, and questionnaires, and were analyzed using descriptive statistics. The results show that the developed media meets the feasibility criteria. Material experts rated the learning, language, and content aspects at 92% (very good), while media experts rated the display, audio, and presentation aspects at 91% (very good). Student responses reached 89% (very good), indicating that the videos were perceived as attractive, clear, and practical for learning. Overall, the media supports students’ understanding of how variations in welding current affect weld quality and performance. The findings suggest that systematically designed and validated instructional videos can complement classroom and laboratory activities, reduce instructional time, and help students prepare more effectively for practice.
Improving vocational students’ learning outcomes through an innovative instructional model: A quasi-experimental study Karim, Saifuddin; Indra, Muhammad
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.77430

Abstract

Vocational learning requires instructional strategies that actively engage students in authentic problem-solving and skill development. However, many classroom practices still rely on conventional approaches that provide limited opportunities for exploration and collaboration. This study investigates the effect of the implemented learning model on students’ learning outcomes and skill performance in a vocational education setting. A quasi-experimental design with pretest–posttest control groups was employed. Participants consisted of students enrolled in the targeted subject, divided into experimental and control classes. Data on cognitive learning outcomes and performance skills were collected using validated tests and observation sheets. The data were analyzed using descriptive statistics and inferential tests to examine differences between groups and effect sizes. The findings show that students in the experimental class achieved significantly higher posttest scores than those in the control class. In addition, their skill performance increased from the “moderate” to “high” category, while the control group improved only slightly. These results indicate that the learning model provides structured guidance, promotes active participation, and encourages reflection, thereby supporting stronger conceptual understanding and more consistent practice performance. The study highlights the importance of integrating student-centered strategies in vocational classrooms to bridge the gap between theory and practice. Practical implications include the need for teacher training, structured lesson design, and supportive assessment systems to sustain the effectiveness of the model.
The influence of communication and student engagement on higher order thinking skills in automotive vocational education Siswanto, Ibnu; Purwanto, Purwanto; Fajri, Saian Nur; Azahar, Ridho
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.78228

Abstract

Higher order thinking skills (HOTS) are essential in vocational and engineering education; however, empirical evidence explaining how communication and student engagement jointly shape the development of HOTS remains limited, particularly in automotive contexts. This study aims to examine the partial and simultaneous influence of communication and student engagement on students’ HOTS, including problem-solving, critical thinking, and creativity. An ex post facto quantitative correlational design was employed, involving 208 undergraduate and diploma students from the Automotive Engineering Education and Vocational programs at Universitas Negeri Yogyakarta. Data were collected using validated questionnaires, and multiple linear regression analysis was conducted to determine both independent and combined effects of the predictor variables. The findings reveal that communication and student engagement each exert a positive and significant influence on HOTS, while their simultaneous contribution explains 71.9% of the variance in students’ HOTS scores. These results indicate that students who actively communicate, participate, and engage cognitively, behaviorally, emotionally, and agentically demonstrate stronger analytical, reflective, and creative thinking abilities. The study confirms that communication and engagement are not merely supporting attributes, but key drivers of advanced cognitive development in automotive vocational education. Implications highlight the importance of designing interactive and collaborative learning environments that foster participation and meaningful academic involvement to prepare students for increasingly complex professional challenges.
An AI-Driven Framework for Learning Analytics and Operational Optimization in Technology and Vocational Education: Bridging Industrial Engineering and Informatics Nurdiyanto, Heri; Hernandes , Leonel; Hammad, Jehad A.H; Kindiasari, Aktansi
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.95617

Abstract

This study aims to present an artificial intelligence-based framework that combines learning analytics with operational optimization, which can address the ever-present problems concerning technology and vocational education. In the case of vocational institutions, it has been noticed that while learning environments are increasingly embracing the incorporation of digital technologies, the connection between the use of data for educational outcomes and operational decision-making remains disconnected. In many instances, learning-related data is analyzed separately from production-oriented activities, which include scheduling, resource allocation, and process efficiency, despite the fact that these activities are part of the learning process in the factory and learning environments. This study aims to address the disconnect between the use of learning-related data and production-oriented activities through the incorporation of perspectives from industrial engineering and informatics, which are integrated into a single framework that is oriented towards artificial intelligence. Machine learning is utilized for the representation of learning processes, while optimization techniques are used for decision-making regarding task allocation, scheduling, and resource allocation. Instead of being restricted to a particular application domain, the framework is developed with the idea of adaptability so that it can be used across different contexts of vocational education. An empirical study was conducted within a particular context of a technology-oriented vocational education domain to assess the viability of the proposed framework. It was found that the integration of learning analytics with operational optimization provides a more consistent outcome compared to the individual analysis of these factors. It was also found that the proposed AI-based framework provides a better outcome for the assessment of competency as well as the prediction of performance, which leads to the efficiency of managing a production-oriented learning process. Such findings indicate the ability of the application of AI to support the field of vocational education more comprehensively. This study contributes to the field of research by proposing an interdisciplinary framework that goes beyond the idea of individual technological tools to offer a more comprehensive perspective on the adoption of AI within the context of vocational education.
Readiness of graduate school educational support staff for digital-based distance education Bakhri, Saiful; Siswantoyo, Siswantoyo; Kuswandari, Eny; Amironah , Siti; Widiastuti, Siwi; Susetyaningsih, Ririn; Ramadan, Syahri; Mustikaningtyas, Andhita
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.95751

Abstract

Digital transformation and the implementation of distance education require the readiness of educational support staff as key enablers of technology-based academic services, particularly in the context of vocational and applied higher education. This study aims to analyze the readiness of educational support staff in supporting digital-based distance education in terms of digital literacy, understanding of distance education policies, and the capacity to manage online learning systems. The study employed a descriptive sequential explanatory mixed-methods design. Quantitative data were collected through a Likert-scale questionnaire administered to educational support staff, while qualitative data were obtained through semi-structured interviews. The results indicate that 65% of educational support staff demonstrated moderate to good levels of digital literacy, 60% showed a moderate level of understanding of distance education policies, and only approximately 55% exhibited optimal readiness in managing online learning systems. Qualitative findings reveal that limited access to continuous professional training, diverse educational backgrounds, and uneven institutional support constitute the main barriers to staff readiness. This study concludes that the readiness of educational support staff needs to be systematically strengthened to ensure the effectiveness and sustainability of digital academic services and distance education.  The contribution of this study lies in providing empirical evidence to support capacity-building strategies and institutional policies aimed at strengthening human resource readiness for digital transformation in vocational and applied higher education.

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