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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 447 Documents
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Policies and implementation of decent work in vocational education for persons with disabilities in Zhejiang Province in achieving common prosperity Qi, Jia; Liu, Xiao-Qiang; Li, Sheng
Jurnal Pendidikan Vokasi Vol. 14 No. 3 (2024): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i3.77864

Abstract

Decent work for persons with disabilities is a crucial aspect in enhancing skills, employability, and social inclusion. While developed countries have established comprehensive vocational training systems, limited research has explored how these initiatives are implemented in China at the provincial level. China’s 14th Five-Year Development Plan highlights vocational skill enhancement as a key strategy to protect labor rights for persons with disabilities. This study analyzes policies and strategic measures supporting decent work for persons with disabilities through vocational education in Zhejiang Province within the framework of common prosperity. Employing a qualitative descriptive analysis, the research reviews policy documents and existing vocational education practices. The findings reveal that the Zhejiang government has enacted multiple initiatives, including industry-based vocational training, digitalization of employment, and entrepreneurship support, to facilitate the integration of persons with disabilities into the workforce. Despite progress, challenges remain in enrollment, continuity of education, and resource availability. The study concludes that vocational education for persons with disabilities is not only a mechanism for skill enhancement but also a critical pillar in reducing socio-economic disparities. This research contributes both theoretically and practically by providing insights for policymakers and educators in developing inclusive employment policy models that can be adapted in other regions seeking to advance social equity and economic sustainability.
Measuring prospective Korean technology teachers’ attitudes towards technology subjects in secondary schools Kim, Young-heung; Cho, Dooyong
Jurnal Pendidikan Vokasi Vol. 14 No. 3 (2024): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i3.77865

Abstract

This study aimed to develop and validate a measurement tool for assessing prospective technology teachers’ attitudes toward technology subjects in Korea and to examine differences across student groups. A major teacher education university in Korea was selected, and a survey was conducted among 80 undergraduate students from the first to fourth year who were preparing to become technology teachers. The instrument development process involved four stages: item generation, preliminary construction, validity testing, and reliability testing. Data were collected through postal and online questionnaires and analyzed using exploratory factor analysis and reliability tests. Attitudes toward technology subjects were defined as consistent psychological tendencies expressed in beliefs, affective feelings, and behavioral intentions. Results showed that the developed tool demonstrated strong validity and reliability, with three clear dimensions. Overall, students reported a relatively high attitude score (M = 4.15), with beliefs about technology education receiving the highest average score (M = 4.59). Significant differences were found based on gender, with female students showing stronger beliefs about technology subjects, and by grade level, where fourth-year students exhibited higher behavioral intentions compared to first-year students. These findings indicate that while prospective technology teachers in Korea hold strong beliefs and intentions toward technology subjects, their affective feelings remain less positive. This study contributes to vocational and teacher education research by providing a validated instrument for measuring technology education attitudes and by offering insights for curriculum design that fosters positive attitudes in future technology educators.
Characteristics and aspiration of entrepreneurship among student teachers of Teacher Education Institute, Technical Education Campus (IPGKPT) Kadir, Romy bin Abd; Ajurun, B. A.; Baharin, Nurain; Padzil, Mohd Ridzuan bin; Rasit, Hanani Binti Harun; Hadi, Abd; Shanmugam, T.; Shaharudin, Shaharudin; Janain, B.
Jurnal Pendidikan Vokasi Vol. 14 No. 3 (2024): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v14i3.77866

Abstract

Entrepreneurship education programmes have been expanded globally across multiple levels of education to foster entrepreneurial competencies, including among student teachers at the Technical Education Campus, Teacher Education Institute (IPGKPT). Despite this development, limited studies have examined the entrepreneurial mindset of future teachers, who play a crucial role in shaping the next generation. This study aims to identify the entrepreneurial characteristics and the level of entrepreneurial aspirations among IPGKPT student teachers. A descriptive quantitative survey design was employed, involving 498 student teachers who responded to a Likert-scale questionnaire distributed via Google Forms. The results indicated that entrepreneurial characteristics (M = 3.78, SD = 0.85) and entrepreneurial aspirations (M = 3.76, SD = 0.85) were both at a high level. The findings further showed that student teachers demonstrated strong traits in risk-taking, innovativeness, and locus of control, as well as high levels of achievement motivation and self-efficacy. These results suggest that student teachers at IPGKPT are well-prepared to embrace entrepreneurship education and may potentially become role models in fostering entrepreneurial culture in schools. The study highlights the importance of sustaining and strengthening entrepreneurship education programmes in higher education institutions, particularly in teacher training colleges, to equip future educators with entrepreneurial mindsets and competencies. Such initiatives are expected to enhance graduate employability, encourage innovation in teaching, and contribute to broader national efforts toward economic growth and sustainability.
Influence of fabric type variations on hand-written Batik quality using the Astoetik electric Batik stove Hidayati, Dinda; Asiatun, Kapti; Sugiyem, Sugiyem; Fitrihana, Noor; Suparmanto, Nova
Jurnal Pendidikan Vokasi Vol. 15 No. 1 (2025): February
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i1.72288

Abstract

This study aims to examine (1) the quality of hand-written batik produced on different fabric types using the Astoetik electric batik stove, and (2) the influence of fabric variation on batik quality outcomes. A pre-experimental one-shot case study design was employed by referring to the visual inspection procedures of hand-written batik characteristics based on SNI 8302:2016. Data were collected through structured observations and interviews, and analyzed using descriptive statistics supported by expert judgment. The findings reveal that fabric type significantly affects batik quality, particularly the width, clarity, and consistency of batik lines. The cacah gori motif produced varying line widths across fabrics: (a) 1.2796 mm on prima fabric (good quality), (b) 1.2022 mm on primissima fabric (very good effect), (c) 0.9208 mm on rayon (good quality), (d) 0.6783 mm on silk (clear inner lines, finer strokes), and (e) 1.0303 mm on santung (good batik results). Statistical testing indicated that differences across fabric types were significant. These findings were strengthened by assessments from batik experts. Overall, the variation in fabric type produced “significantly different” batik characteristics. The study suggests that fabric variation can serve as an effective learning resource in vocational batik education and can be utilized as alternative material options in the batik industry due to their potential to produce high-quality batik products.
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.
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.
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.
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.
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.
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.

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