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Daerah istimewa yogyakarta
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. 2 (2026)" : 10 Documents clear
Assessing the relevance of the applied bachelor's curriculum in culinary arts to industry competency needs: A needs assessment study Fajar Nur Cahyani; Prihastuti Ekawatiningsih; Kurni Marifa; Rika Nuryani Suwarno
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.90914

Abstract

Rapid changes in the culinary industry require vocational higher education institutions to continuously align their curricula with evolving industry competency needs. However, few studies have comprehensively evaluated curriculum alignment in Applied Bachelor Culinary Arts programs by integrating industry competency requirements, future workforce challenges, and normative gap analysis. Therefore, this study aimed to assess curriculum alignment and identify priorities for curriculum improvement. This study employed a needs assessment approach using a descriptive quantitative design supported by qualitative interviews. Data were collected from 50 industry stakeholders and complemented by interviews with 20 lecturers and industry representatives. The questionnaire consisted of 12 items across three dimensions: Graduate Competencies, Curriculum Relevance, and Future Challenges. Content validity was established through expert judgment, with Aiken’s V values ranging from 0.833 to 0.917. Data were analyzed using descriptive statistics, ranking analysis, interpretation criteria, and normative gap analysis. The findings indicate that the curriculum is generally well aligned with industry needs. The Future Challenges dimension achieved the highest mean score (M = 4.55; Gap = 0.46), followed by Curriculum Relevance (M = 4.23; Gap = 0.78), whereas Graduate Competencies showed the largest gap (M = 3.97; Gap = 1.03). Among the indicators, industry-relevant learning materials received the highest rating (M = 4.76), while the balance between theory and practice (M = 3.32) and the development of soft skills (M = 3.38) received the lowest ratings. These findings provide empirical evidence to guide curriculum developers in strengthening workplace learning, industry collaboration, digital competencies, entrepreneurship, and the integration of Industry 4.0 principles, thereby enhancing graduate readiness for the evolving culinary workforce.
The Integrating AI in teaching factories to advance indonesian vocational schools Sintha Wahjusaputri; Tashia Indah Nastiti; Bunyamin Bunyamin; Johan Johan
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.91160

Abstract

This study aims to develop and evaluate an Artificial Intelligence (AI)-based teaching factory model to enhance students’ vocational competencies in alignment with industry standards. It addresses a gap in the existing literature, where teaching factory models and AI applications in education have largely been investigated separately, with limited empirically validated frameworks integrating AI to support adaptive learning and real-time performance assessment in vocational education. In this study, an AI-based teaching factory is operationally defined as a learning environment that utilizes AI to provide personalized instruction, real-time performance analytics, and industry-simulated production workflows. A mixed-methods research approach was employed, comprising needs analysis, system design and development, field trials, and effectiveness evaluation. Instrument validity was assessed using Aiken’s V, while reliability was evaluated using Cronbach’s alpha. Qualitative data collected through interviews, observations, and document analysis were analyzed thematically to identify patterns related to learning outcomes, implementation processes, and operational challenges. The study was conducted at SMKN 1 Pacet Cianjur and SMKN 11 Bandung in West Java Province, Indonesia. The findings indicate that the proposed AI-based teaching factory model significantly enhances students’ problem-solving skills, critical thinking, and readiness for technology-driven workplaces. This study contributes a validated and replicable implementation framework for integrating AI into vocational teaching factories and provides practical recommendations for teacher capacity building, curriculum alignment, and infrastructure development to support sustainable, industry-relevant vocational education.
A Development and evaluation of a 3D electromagnetic field simulation tool for aviation communication engineering education Fatmawati Sabur; Heru Prasetyo; Mulyadi Nur; Kurniaty Atmia; Supriyadi Supriyadi; Devi Dwi Purwanto; Slamet Winardi; Arsyen Pratama Parrangan; Che Zalina Zulkifli
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.91450

Abstract

This study addresses a learning gap in Aviation Communication Engineering education, where electromagnetic field concepts are highly abstract and difficult to understand through conventional teaching methods. Existing instructional media provide limited interactive and contextualized visualizations of electric and magnetic field phenomena, resulting in low levels of students’ conceptual understanding. The study employed a Research and Development (R&D) methodology based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. Subject matter experts and media experts evaluated the application in terms of content validity, interface design, and interactivity. The primary outcome was the development of a web-based three-dimensional (3D) electromagnetic field simulation to support learning in aviation communication engineering. Its effectiveness was subsequently evaluated using a quasi-experimental pre-test–post-test control-group design involving 30 students assigned to experimental and control groups. The experimental group used the web-based 3D simulation developed with Python and Three.js, whereas the control group received conventional instruction. Data were analyzed using paired-samples t-tests, Cohen’s d effect size, and 95% confidence intervals. The results revealed significant improvements in both groups (p < 0.05), with the experimental group demonstrating greater learning gains (M = 23.3; from 63.2 to 86.5; t = −73.06) than the control group (M = 11.3; from 62.8 to 74.1; t = −48.79). Effect size analysis indicated a very large educational impact (Cohen’s d ≈ 5.85), while the confidence intervals showed no overlap between groups, supporting the robustness of the observed differences. The findings suggest that 3D simulation-based learning is more effective than conventional instruction in enhancing students’ conceptual understanding of electromagnetic field concepts. The study also provides empirical support for the Cognitive Theory of Multimedia Learning and Cognitive Load Theory in the context of vocational aviation education.
Teacher leadership for education for sustainable development in indonesian vocational schools: Evidence from students' perspectives Tutik Susilowati; Yosep Tegar Prameswara
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.92497

Abstract

This study investigates how teacher leadership supports Education for Sustainable Development (ESD) in Indonesian vocational high schools from students’ perspectives. Specifically, it examines the effects of instructional, servant, and transformational leadership on students’ perceptions of sustainability-oriented learning practices. Unlike previous studies, which have primarily focused on principal leadership or individual leadership approaches, this study integrates instructional, transformational, and servant leadership into a unified model to explain ESD implementation from students’ perspectives. Using a quantitative cross-sectional design, data were collected through an online questionnaire completed by 779 vocational high school students in Central Java and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that instructional leadership (β = 0.404), transformational leadership (β = 0.243), and servant leadership (β = 0.157) each have significant positive effects on sustainability-oriented education, collectively explaining 52.9% of the variance. Instructional leadership emerged as the strongest predictor, suggesting that lesson design, the facilitation of critical thinking, constructive feedback, and effective classroom practices are central to embedding ESD values in vocational education. The findings imply that professional development programs for vocational teachers should integrate pedagogical, inspirational, and ethical leadership competencies to strengthen ESD implementation. The study is limited by its cross-sectional design, reliance on student self-reports, convenience sampling, and regional focus. Therefore, future research should employ longitudinal, qualitative, and multi-stakeholder approaches to provide stronger evidence regarding causal relationships and contextual factors influencing ESD implementation.
Business process improvement for internal quality assurance using information systems: A case study of a vocational higher education institution Nina Fadilah Najwa; Istianah Muslim; Heni Rachmawati
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.96086

Abstract

Digital transformation in higher education institutions (HEIs) requires not only the adoption of technology but also a clear roadmap for successful implementation and effective change management. As independently funded institutions, private HEIs must also consider their strategic and operational business needs. This study aims to identify and analyze business process improvements in the governance of the Internal Quality Assurance System (Sistem Penjaminan Mutu Internal/SPMI) through a single case study of a private vocational HEI in Indonesia. The research consisted of a literature review, identification of primary and supporting business processes, focus group discussions (FGDs), and value chain analysis. Business process improvement was conducted through five stages: organizing for improvement, understanding the process, streamlining, measuring and controlling, and continuous improvement. Business Process Model and Notation (BPMN) was used to model and visualize the redesigned business processes. The findings produced a comprehensive blueprint of the internal quality assurance process and the SPMI business process cycle for vocational HEIs. The redesigned process addresses a critical gap in the previous system by strengthening the linkage between evaluation and control outcomes and institutional policy formulation. The improved SPMI cycle is more structured and efficient through refinements to the audit process, the application of Eisenhower Matrix analysis, and the management of indicator duplication. In addition, the study developed a real-time e-SPMI dashboard and a base-indicator detection feature to minimize indicator duplication. This study contributes theoretically by integrating the SPMI literature with a business process improvement perspective and extending value chain analysis within internal quality assurance. Practically, it provides a BPMN-based process model and value chain framework that can be directly implemented at Politeknik Caltex Riau (PCR) and adapted by other private vocational HEIs with similar organizational contexts.
Graduate employability and internationalization in vocational higher education: An integrated institutional framework from a five-year case study Endang Soelistiyowati; Yohana Ika Harnita Sari; Shinta Dewi Novitasari
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.98425

Abstract

Graduate outcome evaluation in Indonesian vocational higher education often emphasizes employment status and waiting time while giving limited attention to how institutional strategies shape employability and internationalization. This study examines how tracer studies, alumni feedback, student mobility, and institutional partnerships reflect strategic efforts at Sekolah Vokasi Universitas Gadjah Mada from 2021 to 2025. Previous research has typically examined tracer studies, partnerships, alumni feedback, and student mobility as separate areas of inquiry. In contrast, this study integrates these institutional evidence sources into a unified employability–internationalization framework. This framework demonstrates that graduate readiness emerges from interconnected institutional mechanisms linking curriculum development, workplace learning, institutional partnerships, alumni feedback, and international exposure. The findings reveal consistently high tracer study participation and a generally positive school-to-work transition, with most graduates securing employment before graduation or within six months after graduation. Student mobility records indicate stronger institutional capacity for internationalization at home than for outbound mobility. Partnership records demonstrate substantial institutional collaboration capacity; however, their contribution depends on effective implementation through internships, curriculum development, professional certification, mobility programs, mentoring, and graduate recruitment activities. This study contributes an integrated employability–internationalization framework that conceptualizes tracer studies, alumni feedback, partnership activation, and student mobility as complementary institutional mechanisms for enhancing curriculum quality, workplace learning, international engagement, and graduate development. As a single-institution case study, the findings are context-specific and do not permit examination of individual-level relationships between participation in mobility or partnership activities and graduate career outcomes.
Teachers’ perceptions on the revised curriculum assessment requirements for mechanical technology subject in South Africa Percy Thabiso Mhlanga; Thokozani Isaac Mtshali; Samuel Dumazi Khoza
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100320

Abstract

Although competency-based vocational education emphasizes practical skills development, limited attention has been paid to how curriculum assessment requirements influence the implementation of skills-based subjects at the secondary school level. This study addresses this gap by exploring teachers’ perceptions of the revised learner promotion requirements for Mechanical Technology in South Africa. Specifically, it examines the implications of the revised Curriculum and Assessment Policy Statement (CAPS) for maintaining a 75:25 weighting between the theory component and the Practical Assessment Task (PAT) in Mechanical Technology. The study employed a qualitative phenomenological design involving 18 purposively selected Mechanical Technology teachers. Data were collected through open-ended questionnaires and face-to-face interviews and analyzed using thematic analysis. The findings revealed that participants expressed dissatisfaction with the allocation of only 25% of the overall promotion weighting to practical assessment. They perceived that this assessment structure does not sufficiently support learners in developing hands-on competencies in automotive, welding, and fitting and machining trades. The findings further suggest that curriculum reforms should involve more direct consultation with teachers rather than relying solely on representative bodies. In addition, the assessment policy should be reviewed to achieve a more balanced weighting between theory and practical assessment, thereby better supporting competency-based skills development. This study contributes to the vocational education literature by demonstrating how assessment structures shape curriculum implementation and the development of occupational competencies in technical education.
BISINDO-based instructional videos in inclusive vocational welding learning: Preliminary evidence from a single-subject study Rochmad Novian Inderanata; Setuju Setuju; Dinar Westri Andini; Putu Sudira; Sutopo Sutopo; Septian Rahman Hakim; Esta Larosa; Paterson Nji Mbakwa
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100441

Abstract

This study examined within-participant changes in procedural understanding, practical welding skills, and learning engagement following the introduction of Indonesian Sign Language (BISINDO)-based instructional videos for a vocational high school student with hearing impairment. The study employed an A–B single-subject design comprising three baseline sessions and three intervention sessions. Outcomes were assessed using structured observation rubrics and converted to scores on a 0–100 scale. The participant was one student with hearing impairment enrolled in a basic welding course at a vocational high school. Data were collected through repeated observations across six learning sessions, consisting of three baseline sessions and three intervention sessions. The instruments included observation sheets assessing procedural understanding, practical welding skills, learning engagement, and intervention implementation. Data were analyzed using visual analysis across conditions and the Percentage of Non-overlapping Data (PND) to identify changes between the baseline and intervention phases. The results indicated positive within-participant changes across all observed variables following the introduction of BISINDO-based instructional videos. All intervention observations exceeded the highest baseline observations, resulting in a PND value of 100% for each outcome. However, these findings should be interpreted with caution due to the short duration of each phase and the absence of experimental replication. For the participant in this study, the introduction of BISINDO-based instructional videos was associated with higher observed scores in procedural understanding, practical welding skills, and learning engagement. Further research employing more rigorous single-case designs and involving additional participants is needed before broader conclusions can be drawn.
Development and evaluation of a competency-based Electronic ICAO English Language Proficiency (E-IELP) platform in aviation vocational education Laila Rochmawati; Harunur Rosyid; Delmio A. M. G. de Sousa
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100458

Abstract

Aviation vocational education requires competency-based digital learning media that enable cadets to practice workplace communication tasks aligned with industry standards. This study developed and evaluated a web-based Electronic ICAO English Language Proficiency (E-IELP) platform to support aviation communication training for aeronautical communication cadets at an aviation vocational polytechnic in Indonesia. The platform provides ICAO-aligned learning activities, including radiotelephony read-back, situation analysis, emergency communication scenarios, and speaking tasks. This study employed a research and development (R&D) approach based on the ADDIE model, followed by a quasi-experimental pre-test–post-test control-group design to evaluate the platform's effectiveness. Forty-eight cadets participated in the study and were assigned to treatment and control groups. Data were collected through needs analysis questionnaires, curriculum analysis, expert validation forms, user response questionnaires, performance tests, and interviews. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, Welch's independent-samples t-test, and effect size estimates, while qualitative data were analyzed using thematic analysis. The platform was judged feasible by experts and received highly positive responses from users. The treatment group achieved significantly higher post-test performance than the control group, indicating that the platform effectively supports structured, repeated, and feedback-oriented aviation communication practice. However, because the study was conducted at a single institution over a four-week intervention and involved a relatively small sample using a five-point performance scale, the very large effect size should be interpreted with caution. Overall, the findings suggest that the E-IELP platform can serve as an effective supplementary competency-based digital learning platform for aviation vocational education.
Implementing child-friendly school principles in vocational curriculum, pedagogy, and assessment: A qualitative case study Jumadi Jumadi; Achmad Abdul Azis; Luh De Liska; Muhammad Tahir Malik; Ni Made Wulan Sari Sanjaya; La Ode Amril
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100676

Abstract

Creating safe, inclusive, and participatory learning environments has become a critical challenge in Technical and Vocational Education and Training (TVET), which is expected to develop not only students’ occupational competencies but also their character. However, empirical evidence regarding the implementation of Child-Friendly School (CFS) principles in curriculum, pedagogy, and assessment within vocational secondary education remains limited. This study aimed to explore the implementation of the  CFS  approach at SMK Negeri 1 Makassar, Indonesia. A qualitative case study design was employed, involving 18 informants: one principal, two vice principals, eight teachers, five students, and two parents. Data were analyzed through iterative qualitative coding and thematic development, following the data condensation, data display, and conclusion drawing and verification procedures proposed by Miles, Huberman, and Saldaña. NVivo 14 was used to facilitate data management and analysis. The trustworthiness of the findings was established through source and method triangulation, member checking, and peer debriefing. The findings revealed three major innovations: (1) the systematic integration of child-friendly values into the curriculum and school programs; (2) the implementation of participatory pedagogy through project-based, collaborative, and reflective learning; and (3) the adoption of character-oriented assessment using reflective journals, behavioral observations, and narrative feedback. The implementation was supported by government policies, strong school leadership, teacher commitment, and the active participation of parents and the wider community, while limited infrastructure, diverse student characteristics, and insufficient teacher competence remained significant challenges. Overall, the findings suggest that, within the context of the case examined,  CFS principles provide a contextually relevant framework for integrating humanistic values into vocational curriculum, pedagogy, and assessment.

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