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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
 41   42   43   44   45 
Digitalization of TVET management in Malaysia: A shift towards electronic certificate Badrul, Nurul Amin; Zain, Saidi; Mohd, Azah Mahani
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.v15i1.77868

Abstract

In an era marked by rapid technological advancements and increasing demands for efficient and secure document management, transforming paper-based certificates into electronic certificates has emerged as a critical undertaking for the TVET sector. The conversion of physical certificates to digital formats involves digitising their content, implementing verification mechanisms, and securely storing them in electronic repositories. This paradigm shift reduces the environmental footprint associated with paper documentation and enhances accessibility, security, and efficiency in certificate management. Moreover, digital certificates enable the integration of advanced technologies, such as blockchain, to ensure the document's security and authenticity. This study was conducted to analyze the criteria and capabilities of electronic certification currently implemented by other agencies and organizations. In addition, this paper examines the perspectives of Malaysian TVET stakeholders on the transformation of physical certificates into electronic certificates. A qualitative approach was performed through semi-structured interviews with key stakeholders. The study reveals that key stakeholders across various agencies strongly support the idea of electronic certificates. Institutions and organizations are embracing this transformation due to the enhanced security features, reduced administrative burdens, and increased efficiency of electronic certificates. Furthermore, the environmental benefits of reduced paper usage align with the National Green Technology Policy are gaining traction among stakeholders. The findings improve understanding regarding the digitization of TVET certification towards electronic certificates in line with technological advancement.
The potential of artificial intelligence in vocational education research and development: A bibliometric study Dinata, Candra; Milansari, Ima Luciany; Triyono, Mochamad Bruri; Pratama, Galeh Nur Indriatno Putra
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.v15i1.77873

Abstract

Artificial Intelligence (AI) is emerging as a revolutionary force that is changing how we interact and work and redefining the global education landscape, especially Vocational Education (VE). AI is an opportunity to develop learning research and good vocational Education. However, this opportunity has not been correctly utilized because not all educators can develop research and AI-based learning content well. This article reveals opportunities for current and future research development related to AI and vocational Education through bibliometric analysis. The database comes from Scopus, and 159 articles were analyzed from 2014 to 2023. Bibliometric analysis of documents, including author name, journal network, country, and keywords, is visualized using the VOSviewer program. The findings reveal three key insights: (1) research remains concentrated in vocational health, with limited exploration in other sectors such as engineering, tourism, and agriculture; (2) international collaboration is still weak, despite strong potential between countries with high and emerging publication rates; and (3) keyword clusters highlight Apprenticeship, Students, Artificial Intelligence, and Engineering Education as the main thematic areas. These insights form a roadmap for future research that emphasizes diversifying AI applications across vocational sectors, fostering cross-border collaboration, and developing innovative themes around curricula, personalized learning, and simulation-based training. Despite limitations related to database and language scope, this study offers strategic directions for advancing AI in VE research and strengthening its contributions to global vocational education development.
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.
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.
An evaluation of Pancasila student profile strengthening project in vocational schools: Evidence from tangerang district Yhuto Wibisono Putra, Ananda; Sanam, Sanam; Abdillah, Hamid; Fawaid, Moh
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.v15i1.79919

Abstract

This study aims to evaluate the appropriateness of implementing P5 at SMKN 5 in Tangerang District from the perspectives of context, input, process, and product. The study's findings inform SMKN 5 and other schools that wish to implement P5. The study's participants comprise 91 P5 students who completed a questionnaire, three students who participated in interviews, nine teachers, and three interview informants. This study employs the CIPP (context, input, process, product) evaluation method, a mixed-methods approach with a sequential explanatory design. Data were collected through questionnaires, documentation, interviews, and observations, and analyzed using descriptive statistics. The findings show that: 1) the context is appropriate based on the interviews and observations; 2) the input appropriateness is scored 4.28 (86%) by teachers and 3.81 (76%) by students; 3) the process appropriateness is scored 4.37 (87%) by teachers and 4.16 (83%) by students; 4) the product appropriateness is scored 4.42 (88%) by teachers and 4.27 (85%) by the students; 5) the overall appropriateness is scored 4.36 (87%) by teachers and 4.08 (82%) by students. The evaluation results indicate that the implementation of P5 at SMKN 5 in Tangerang District is considered appropriate. The recommendations include updating the P5 guidelines, developing a holistic evaluation and an interactive teaching method, matching P5 projects to students' competence levels, and enhancing communication with stakeholders.
Learning management system utilization and perceived training benefits among vocational teachers Kurniawati, Kurniawati; Suartini, Tuti
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.v15i1.81270

Abstract

The use of Learning Management Systems (LMS) in teacher training is now an important strategy for improving professional competence in the digital era, especially in vocational education in business and tourism. However, so far, little research has specifically examined the relationship between LMS use and the benefits teachers experience after participating in training. Given these conditions, this study was conducted to analyze the relationship between LMS utilization and training benefits from the perspective of upskilling and reskilling program participants. The study used a quantitative approach with a questionnaire instrument distributed to 108 teachers who had participated in the upskilling and reskilling program. The data were processed using descriptive statistics and Spearman's Rho correlation test due to their non-normal distribution. The analysis results showed a strong positive relationship between LMS utilization and training benefits (ρ = 0.771; p < 0.001). This means that the more effectively the LMS is used during training, the greater the benefits for teachers, especially in terms of ease of access to materials, increased interaction, and strengthened professional competencies. Thus, the LMS not only serves as a platform for delivering materials but also becomes a medium for reflective learning and supports the professional development of vocational teachers. The results of this study provide practical contributions for training institutions and policymakers to strengthen the implementation of LMS in teacher development, while also opening space for further research on its long-term impact on the quality of learning in vocational high schools.
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.
Enhancing vocational education through continuous professional development: Analysing the non-degree program for indonesian polytechnic lecturers Amitiurna, Citra; Puspitasari, Maya; Pelawi, Muhammad Arifin; Prayoga, Putu Hangga Nan
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.v15i1.83912

Abstract

Continuous professional development for lecturers, bolstered by government initiatives, is crucial for their ability to meet the changing requirements of the labour market. This research explored the effects and long-term viability of the Non-Degree Program for Polytechnic Lecturers (NDPKD) in Indonesia. The study employed both open- and closed-ended questionnaires to examine the program's impact on improving vocational education. A total of 512 lecturers from both state and private polytechnics took part in the study. The results indicated that the NDPKD program had a beneficial impact on the competencies of lecturers and fostered enhanced collaboration with industry partners. Participants indicated that their skills and knowledge had improved, resulting in more effective teaching practices and increased engagement with the industry. Nonetheless, a number of challenges arose, such as time constraints, variations in initial skill levels, and a lack of adequate institutional support. The constraints of time posed challenges for lecturers in fulfilling program requirements alongside their current responsibilities. Additionally, the diverse levels of competency highlighted the necessity for more customised training approaches. The lack of substantial institutional support significantly diminished the program's overall effectiveness. The study suggests implementing more adaptable scheduling options, creating tailored training programs, and enhancing the support systems within institutions. By focusing on these elements, we can improve the continuity and sustainability of the NDPKD program, thereby maximising its impact on vocational education in Indonesia.
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.
Developing an integrated service training model for local restaurant waiters: Evidence from Manado, Indonesia Towoliu, Benny Irwan
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.v15i1.84277

Abstract

Tourism development in Manado has stimulated rapid restaurant growth, yet improvements in human resources have not kept pace, particularly among local waiters whose service competence remains limited. Existing training programs are often generic, insufficiently contextualized, and unable to accommodate participants’ different educational and work backgrounds. This study aims to develop an integrated service training model specifically designed for waiters in local restaurants. A mixed-method approach was employed combining questionnaires, observations, and interviews with customers, restaurant owners, and waiters. Survey data were analyzed descriptively to identify gaps between service expectations and performance, while qualitative data were examined thematically to explore service problems and training needs. The findings indicate a clear discrepancy between customers’ high expectations and the actual service performance of local waiters, particularly in communication, product knowledge, service etiquette, and problem-handling. The proposed integrated model groups participants based on prior education and experience, and applies differentiated training methods: basic training (video presentation/vestibule), intermediate training (role-play), and advanced training (case studies and managerial problem-solving). Competencies are assessed at each stage and recognized through certification at different levels. The model proves effective in aligning training content with participant needs, preventing training fatigue, and generating clearer competency outcomes. This study contributes to vocational education and tourism by demonstrating how workplace-based training can be structured, competency-oriented, and certification-ready, while supporting local workforce readiness and service quality improvement.

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