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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. 16 no. 1 (2026)" : 10 Documents clear
Intercultural learning experiences and English communication self-efficacy among aviation vocational students Fatmawati Fatmawati; Laila Rochmawati; Meita Maharani Sukma; Edmond Brianaldy Tahu Klau; Lusiana Dwi Kusumayati; Lady Silk Moonlight
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.90645

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.
How organizational support enhances polytechnic lecturers' performance: The mediating role of competence and the moderating role of motivation Sri Porwani; Mohamad Adam; Zunaidah Zunadiah; Yuliani Yuliani; Ferry Jie
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.77614

Abstract

Despite the critical role of polytechnic lecturers in vocational education, empirical evidence remains limited regarding how organizational support translates into improved lecturer performance through competence and motivation. This study addresses this gap by examining a moderated mediation model linking organizational support, lecturer competence, motivation, and performance. A quantitative correlational design was employed involving 185 lecturers from private polytechnics across various technical disciplines in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational support significantly enhances lecturer competence (β = 0.45, p < 0.001), while competence strongly predicts lecturer performance (β = 0.50, p < 0.001). Competence fully mediates the relationship between organizational support and performance (β = 0.23, p < 0.01), whereas motivation significantly strengthens the competence–performance relationship (β = 0.22, p < 0.01), supporting the proposed moderated mediation model. These findings provide novel evidence that sustainable lecturer performance depends not only on organizational support but also on competence development and motivational conditions. The study contributes to organizational support theory within vocational higher education and offers practical guidance for designing competence-centered professional development and motivation-enhancing strategies to improve lecturer effectiveness.
Developing an expertise-specific P5 module for vocational education: An ADDIE-based design Anis Rahmawati; Agusti Tamrin; Ponco Adi Septiawan; Yusmarwati Yusof
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.78365

Abstract

Despite the implementation of the Merdeka Curriculum's Pancasila Student Profile Strengthening Project (P5) in Indonesian vocational schools, existing modules remain generic across expertise programs, limiting their effectiveness in integrating character development with vocational competencies. This study aimed to develop and validate an expertise-specific P5 module with an employment theme for the Building Modeling and Information Design (BMID) program using the ADDIE instructional design model. Development research was conducted through the five ADDIE stages involving P5 facilitators, subject matter experts, media experts, observers, teachers, and Grade XI BMID students. The developed module underwent expert validation and field implementation to evaluate its feasibility and instructional effectiveness. The results demonstrated high feasibility ratings from content experts (86.67%), media experts (90.91%), teachers (90.00%), and students (87.01%), indicating that the module is highly suitable for vocational learning. Unlike generic P5 modules, the developed module integrates BMID-specific technical competencies, authentic project-based learning activities, and employment-oriented contexts while simultaneously strengthening Pancasila character dimensions. This study contributes a systematic and replicable framework for developing expertise-specific P5 modules and provides practical guidance for vocational educators and curriculum developers in designing contextually relevant learning resources that enhance both vocational competence and character development under the Merdeka Curriculum.
Implementing The Kirkpatrick Model in Job Training Management: A Qualitative Case Study at BBPVP Semarang Imelia Sahda Salsabilla; Nur Asiyah; Syaiful Bakhri; Zarkasi Zarkasi; Gamal Abdul Nasir Zakaria
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.78932

Abstract

Although the Kirkpatrick model has been widely adopted to evaluate training effectiveness, its application has predominantly focused on post-training assessment rather than its strategic integration into planning, implementation, evaluation, and continuous improvement throughout the training management cycle. This study aimed to examine how the Kirkpatrick model functions as an integrated job training management framework for enhancing workforce readiness and organizational productivity at the Semarang Vocational Development and Productivity Center (BBPVP). A qualitative case study design was employed involving nine purposively selected participants. Data were collected through in-depth interviews, observations, and document analysis and analyzed using the Miles and Huberman interactive model with source triangulation to ensure credibility. The findings indicate that systematic industry-based planning, competency-based instructional implementation, and integrated multi-level evaluation collectively strengthened participant competencies, workplace readiness, and organizational productivity. However, several challenges remained, including variations in instructional quality, limited training facilities, fragmented evaluation systems, and insufficient post-training monitoring. The findings further reveal that the four Kirkpatrick levels function as interconnected managerial feedback mechanisms linking planning, instructional implementation, behavioral transfer, organizational outcomes, and continuous program improvement. This study reconceptualizes the Kirkpatrick model as an integrated vocational training management framework rather than merely a post-training evaluation model, thereby extending its theoretical application in Technical and Vocational Education and Training (TVET) and workforce development.
A structural model of vocational pre-service teachers’ quality via Tamansiswa values, motivation, and transformational leadership: PLS-SEM approach Rabiman Rabiman; Farid Mutohhari; Muhammad Nurtanto; Nurcholish Arifin Handoyono; Ibrahim Haruna Bako
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.90561

Abstract

Improving the teaching quality of vocational pre-service teachers requires integrative strategies that combine cultural values, motivation, and leadership development. This study examines the direct and indirect effects of Tamansiswa teaching values and motivation on teaching quality, with transformational leadership as a mediating variable. A quantitative longitudinal ex post facto design was employed. Data were collected from 697 vocational pre-service teachers in Yogyakarta, Indonesia, using structured questionnaires measuring Tamansiswa teaching values, motivation, transformational leadership, and teaching quality through validated Likert-scale instruments. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to test measurement reliability, structural relationships, and mediation effects. The results indicate that motivation is the strongest predictor of teaching quality (β = 0.880), followed by transformational leadership (β = 0.238), while Tamansiswa teaching values show a smaller but significant direct effect (β = 0.088). Both Tamansiswa teaching values (β = 0.287) and motivation (β = 0.399) significantly enhance transformational leadership. Mediation analysis confirms that transformational leadership strengthens the effects of Tamansiswa teaching values and motivation on teaching quality. The structural model demonstrates good fit (SRMR = 0.056; NFI = 0.926). These findings position transformational leadership as a key mechanism through which indigenous values and motivation are translated into effective teaching practices. The study contributes to vocational teacher education by integrating culturally grounded values into a leadership-mediated model of teaching quality and recommends embedding value internalization, motivational support, and leadership development within pre-service teacher preparation programs.
Teacher competence and students’ career interest: The mediating role of 21st-century skills in automotive vocational education Bambang Sudarsono; Nanda Priya Pratama; Estrella T. Arroyo
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.96344

Abstract

This study examined the relationships among teachers’ Technological Pedagogical Content Knowledge (TPACK), professional competence, students’ 21st-century skills, and career interest in automotive vocational education.  Using a quantitative explanatory survey design, data were collected from 174 students enrolled in nine vocational schools in Indonesia. The proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate direct and indirect relationships among the variables. The findings revealed that both TPACK (β = 0.43, p < 0.001) and teachers’ professional competence (β = 0.35, p < 0.001) significantly enhanced students’ 21st-century skills. However, neither TPACK (β = 0.06, p = 0.47) nor professional competence (β = 0.08, p = 0.34) had a significant direct effect on students’ career interest. In contrast, 21st-century skills exerted a strong positive influence on career interest (β = 0.48, p < 0.001). Mediation analysis further demonstrated that 21st-century skills serve as a significant intermediary mechanism linking teacher competence to students’ career aspirations. The results suggest that teacher competence contributes to career development primarily through fostering transferable competencies such as critical thinking, communication, collaboration, creativity, and digital literacy. The study’s novelty lies in integrating TPACK, teachers’ professional competence, 21st-century skills, and Social Cognitive Career Theory (SCCT) into a unified explanatory model. Unlike previous studies that examined these variables separately, this research identifies 21st-century skills as the key pathway through which teacher competence influences career interest. The findings offer practical implications for vocational education by highlighting the importance of strengthening teacher competence, technology-integrated pedagogy, and the systematic integration of 21st-century skills into vocational curricula to better prepare students for future workforce demands.
Vocational education reform across the Taiwan Strait: A comparative analysis of governance scale and institutional ecology Xiangjie Zheng; Kun Liu; Yuheng Yao; Kangzhao Cai
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.97938

Abstract

This study compares vocational education reform in Taiwan and Mainland China to explain why similar reform goals are translated into different institutional practices. Previous cross-strait studies have often examined the two systems separately or compared individual policy measures, while paying limited attention to the institutional logic linking governance scale, institutional ecology, and industrial transition pathways. Using qualitative empirical document analysis within a comparative case-study design, the study analysed 35 core policy, legal, statistical, institutional, and academic sources. Documentary evidence was coded using an integrated  covering governance structure, system scale and institutional composition, curriculum and major adjustment, industry–education cooperation, teacher development, and digital transformation. The findings reveal convergence in the shared emphasis on applied talent cultivation, practical learning, and stronger industry linkages, but divergence in the institutional mechanisms through which these objectives are implemented. Taiwan’s relatively smaller and more diversified technical and vocational education system promotes flexible learning pathways, private institutional participation, and industry–academia collaboration, whereas Mainland China’s large-scale system emphasizes national coordination, strategic programme restructuring, school–enterprise cooperation, and workforce development aligned with industrial upgrading. The study contributes an integrated six-dimensional comparative framework for analysing vocational education reform in culturally connected yet institutionally distinct contexts and provides practical insights for context-sensitive policy learning and vocational education reform.
Development and validation of an ADDIE-based jobsheet as procedural scaffolding for vocational electrical practice Siswo Wardoyo; Mohammad Fatkhurrokhman; Deva Adelya Prestanty; Suhendar Suhendar; Mohd Ridhuan Mohd Jamil
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.98312

Abstract

Vocational electrical learning requires students to transform technical concepts into safe, ordered, and assessable workshop performance. This study developed and validated an ADDIE-based electrical lighting installation jobsheet as a form of procedural scaffolding for Grade XI students at an Indonesian vocational school. A research-and-development design was implemented using the ADDIE stages of analysis, design, development, implementation, and evaluation, with a one-group development trial.  Data were collected through classroom observation, a teacher interview, expert validation, student-response questionnaires, and diagnostic, formative, and summative assessments. Three media experts, three material experts, and 23 students participated. The jobsheet was produced in printed and digital formats and covered five practice units: single-switch installation, series-switch installation, two-way switch installation, distribution-board lighting installation for a simple building, and light-sensor-based lighting installation.  Expert validation indicated high feasibility in terms of media quality (M = 3.83/4.00) and material quality (M = 3.84/4.00),  while the student response was positive (M = 3.49/4.00). Learning scores increased from diagnostic assessment (M = 47.61) to summative assessment (M = 85.65), with high normalised gain (g = 0.73), a very large paired effect size (Cohen’s dz = 3.02), and 82.61% summative mastery. The findings indicate that a systematically designed jobsheet can connect curriculum outcomes, occupational safety, practical procedures, and assessment evidence. Because the implementation employed a one-group development trial, the findings should be interpreted as evidence of instructional feasibility and associated learning improvement rather than causal effectiveness.  The study contributes a low-cost, competency-aligned practical learning resource for vocational electrical education; however, further controlled and multi-site studies are required to verify retention and practical-skill transfer.
Halal tourism in non-Muslim destinations: A systematic literature review of meaning contestation, misconceptions, and collaborative governance Ebtana Sella Mayang Fitri; Septi Sedyaning Hanurani; Ridho Gata Wijaya; Andris Adhitra; Mazin Abed Mohammed
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.99992

Abstract

This study provides a systematic literature review of halal tourism in non-Muslim and multicultural destinations, focusing on rejection, misconceptions, and meaning contestation in Indonesia. Following an adapted SALSA framework and PRISMA-informed screening process, relevant studies published between 2016 and 2025 were systematically identified from major international and Indonesian academic databases. After staged screening, 23 eligible publications were synthesized through two-round thematic content analysis. Guided by symbolic threat theory, framing theory, and collaborative governance, the review identified four recurring themes: halal food and certification, destination branding and identity, regulation, and social rejection. The findings indicate that public resistance is primarily driven by misconceptions that equate halal tourism with Islamisation and threats to local cultural identity rather than opposition to Muslim-friendly services themselves. Comparative evidence from Japan, South Korea, Thailand, and Morocco further demonstrates that inclusive Muslim-friendly service approaches are more socially acceptable than normative halal destination branding. This review contributes an integrated explanatory framework linking policy framing, symbolic threat, misconceptions, and collaborative governance to explain resistance toward halal tourism in multicultural destinations. The findings provide practical guidance for promoting inclusive Muslim-friendly services, strengthening evidence-based public communication, and developing collaborative governance strategies to enhance socially sustainable tourism development.
Developing a content-differentiated mathematics teaching module for vocational high school students: Validity, practicality, and effectiveness Kanisius Mandur; Farida Hanum; Agung Wahyu Hermansyah; Jumadi Jumadi; Rahayu Fuji Astuti
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.100318

Abstract

The increasing diversity of students' learning readiness, interests, and learning profiles requires mathematics instructional materials that support differentiated learning in vocational education. However, teaching modules specifically designed to facilitate content differentiation remain limited. Unlike conventional mathematics modules that primarily provide uniform instructional content, the module developed in this study explicitly incorporates content differentiation to accommodate variations in students' learning readiness, interests, and learning profiles within vocational education settings. This study aimed to develop and validate a content-differentiated mathematics teaching module that is valid, practical, and effective for vocational high school students. A Research and Development (R&D) approach employing the ADDIE instructional design model (analysis, design, development, implementation, and evaluation) was adopted. The module was evaluated through expert validation involving material, media, and language specialists, while its practicality was assessed using teacher and student response questionnaires. Effectiveness was examined through pretest–posttest achievement data. The findings indicated that the developed module achieved a very high level of validity, with material, media, and language validity scores of 87.47%, 90.00%, and 83.33%, respectively. The module was also perceived as highly practical by teachers (93.65%) and students (87.54%). Furthermore, the implementation of the module significantly improved students' mathematics achievement, as reflected by the increase in the mean score from 64.52 (pretest) to 87.65 (posttest) (p < .001). These findings demonstrate that the proposed module provides an effective instructional resource for implementing content differentiation in heterogeneous mathematics classrooms and offers practical support for promoting adaptive and inclusive learning in vocational high schools.

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