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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 449 Documents
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Cybersickness in virtual reality research: A comprehensive bibliometric review and visualisation Rafiq, Arif Ainur; Putra, Dwi Sudarno; Triyono, Mochamad Bruri; Novian, Dian
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.v15i1.84439

Abstract

Cybersickness has emerged as a critical challenge in the widespread adoption of virtual reality (VR) technologies across education, healthcare, gaming, and training contexts. As research on cybersickness continues to expand rapidly, a comprehensive mapping of its intellectual structure and research trends is needed. This study aims to systematically analyze the global development of cybersickness research in virtual reality through a bibliometric approach. A total of 1,027 journal articles indexed in the Scopus database, published between 1995 and 2024, were retrieved and analyzed. Bibliometric and visualization techniques were applied using VOSviewer and CiteSpace to examine publication growth, citation patterns, influential authors, leading journals, institutional and country contributions, keyword co-occurrence networks, and citation burst trends. The results reveal a substantial increase in cybersickness-related publications over the past decade, indicating growing scholarly attention driven by advances in VR technology and its broader application domains. Research output is dominated by the fields of computer science, medicine, engineering, psychology, and social sciences. The analysis identifies Virtual Reality and IEEE Transactions on Visualization and Computer Graphics as the most productive journals, while authors such as Stephen Palmisano and Behrang Keshavarz emerge as key contributors. Keyword co-occurrence and timeline analyses highlight evolving research themes, including motion sickness, user experience, head-mounted displays, cognition, and VR exposure. Citation burst detection further indicates a recent shift toward user-centered design and mitigation strategies. Overall, this bibliometric review provides a comprehensive overview of the knowledge structure, research hotspots, and emerging trends in cybersickness research. The findings offer valuable insights for researchers, VR developers, and educators, and serve as a foundation for future interdisciplinary studies aimed at improving user comfort and optimizing VR-based applications.
The Identifying core competencies for Society 5.0: A confirmatory factor analysis across ordinal and continuous data Indra, Muhammad; Triyono, Mochamad Bruri; Rahdiyanta, Dwi; Pardjono, Pardjono; Munadi, Sudji; Zakarijah, Masduki; Priyanto, Priyanto; Nuryanto, Apri; Adi, Priyo Nugroho; Widari, Tika
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.v15i2.85338

Abstract

Society 5.0 demands individuals who demonstrate integrated character, knowledge, and skills to navigate technology-driven environments. However, existing research rarely compares different estimation strategies in Confirmatory Factor Analysis (CFA) when modeling competency structures. This study aims to identify stable competency indicators for the Society 5.0 era (C-5.0) using several CFA estimation approaches across ordinal and continuous data types. A quantitative survey was conducted with Indonesian TVET academics and practitioners, and data were analyzed using multiple statistical simulations. The model included 30 manifest indicators representing affective, cognitive, and psychomotor domains. Findings reveal that only six indicators consistently remained robust across estimation techniques: curiosity, environmental care, and social care (character domain); creative thinking and innovative thinking (knowledge domain); and cooperative skills (skills domain). One indicator—critical thinking—did not satisfy goodness-of-fit criteria in any estimation scenario, suggesting that its contribution may be context-dependent within TVET environments. These findings highlight that not all theoretically important indicators operate similarly under different measurement conditions. Methodologically, the study emphasizes the importance of testing alternative CFA estimation strategies when competency frameworks involve mixed data types. Practically, the results provide policymakers and vocational institutions with empirically validated priorities for curriculum development, focusing on competencies that demonstrate measurement stability in real-world contexts. Future studies should examine longitudinal validation and cross-cultural replication to strengthen generalizability.
Workforce needs in the fashion industry: Relevance to the vocational fashion design curriculum Nafiah, Annisau; Sugandi, R. Machmud; Aprilia, Hariani; Ning Tiasari, Wulidah; Binti Kamis, Arasinah; Aris, Asliza
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.v15i1.85834

Abstract

The rapid transformation of the fashion industry due to digitalization and globalization has significantly reshaped the competencies required of its workforce. This study aimed to analyze the essential skills demanded by fashion industry stakeholders, assess the relevance of the Tata Busana (Fashion Design) vocational curriculum to these industry needs, and examine the correlation between educational content and industry expectations. Employing a quantitative approach with survey and document analysis methods, data were collected from 96 respondents comprising fashion industry practitioners, vocational teachers, and alumni. The findings indicate that the industry prioritizes a hybrid competency set—advanced technical skills, digital fluency (e.g., computer-aided design and 3D fashion design software), soft skills, and entrepreneurial acumen. However, the current vocational curriculum remains moderately relevant (mean = 3.88), with significant gaps in digital and entrepreneurship integration. Pearson correlation analysis reveals a very strong and statistically significant relationship (r = 0.952, p < 0.01) between curriculum content and industry expectations. These results underscore the urgency of adopting a demand-driven, digitally oriented, and industry-partnered curriculum reform. The study offers valuable insights for policymakers, educators, and curriculum developers seeking to enhance graduate employability and align vocational education with the evolving dynamics of the fashion sector.
Factors influencing vocational teachers’ e-Learning adoption: A technology acceptance model approach Rahmat, Roni Eka; Hadi, Samsul; Syafmaini, Iis Elfa; Gusti, Utari Akhir; Luthfi, Afdal; Fortuna, Aprilla
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.v15i2.86375

Abstract

The rapid expansion of digital learning environments has encouraged schools to integrate e-learning into teaching practices. However, many vocational teachers still show uneven levels of adoption, indicating that the factors shaping their willingness and actual use of e-learning require deeper investigation. This study examines the determinants of vocational teachers’ e-learning adoption using the Technology Acceptance Model (TAM), focusing on the roles of perceived usefulness (PU), perceived ease of use (PEOU), behavioral intention (BI), and actual use (AU). A quantitative survey was administered to 118 vocational high school teachers, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that PEOU significantly influences both PU and BI, while PU also exerts a positive effect on BI. Furthermore, BI demonstrates a strong and significant effect on AU, mediating the relationships between PU, PEOU, and AU. Overall, the model explains a substantial proportion of variance in teachers’ behavioral intention and actual use of e-learning. These results confirm the robustness of TAM in vocational education contexts and highlight that teachers are more likely to use e-learning when they perceive it as easy, useful, and aligned with their instructional needs. Practically, the study suggests that vocational schools should strengthen digital literacy training, provide technical support, and design user-friendly platforms to enhance teachers’ confidence and motivation. At the policy level, establishing clear digital competence standards may foster sustainable e-learning adoption across vocational institutions.
Needs analysis of mobile game-based learning media for visual communication design in padang vocational schools Yunus, Yuliawati; Radyuli, Popi
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.v15i1.89162

Abstract

This study aims to analyze the need for mobile game-based learning media (MGBLM) in visual communication design (VCD) subject in vocational high schools. This study employs a quantitative descriptive approach using a survey technique involving two groups of respondents: 12 VCD teachers and 255 students from 12 public and private vocational high schools in Padang city during the odd semester of the 2024/2025 academic year. Data were collected through a likert-scale questionnaire and analyzed descriptively using percentages. The results of the study indicate a high level of need, with 96% of teachers and 94% of students indicating very needed for the integration of MGBLM in the VCD learning process. The study also found that teachers fully agree that mobile-based learning media should align with curriculum objectives and support student engagement through interactive visual learning. Similarly, more than 90% of students agreed or strongly agreed that they needed mobile game-based learning media that suited their learning styles and supported independent and enjoyable VCD learning. These findings emphasize the importance of developing mobile game-based learning media tailored to the needs of vocational high school students, especially in creative subject such as visual communication design. These results serve as a foundation for further development of educational media using structured models such as Hanafin and Peck. This study is unique because it specifically maps the needs for mobile game-based learning in VCD subject, an area rarely explored in Indonesian vocational schools.
Intercultural learning experiences and self-efficacy in English use among aviation vocational students Fatmawati, Fatmawati; Rochmawati, Laila; Sukma, Meita Maharani; Klau, Edmond Brianaldy Tahu; Kusumayati, Lusiana Dwi; Moonlight, Lady Silk
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.v15i2.90645

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.
Teacher professional identity, resilience, and burnout: Evidence from higher education teachers Ratnaningtyas, Heny; Aditya, Michael Khrisna; Pangkerego, Eduard Rudolf
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.v15i2.90811

Abstract

Teacher professional identity is widely recognized as a key factor shaping motivation, commitment, and well-being in teaching practice. However, limited empirical evidence explains how teachers’ sense of identity interacts with resilience and burnout, particularly across different program types and institutional contexts. This study examines the relationships between teachers’ professional identity, resilience, and burnout, and identifies the extent to which resilience mediates the influence of professional identity on burnout. A quantitative correlational design was employed involving teachers who completed validated professional identity, resilience, and burnout scales. Data were analyzed using structural equation modeling. The results show that professional identity is positively associated with resilience and negatively associated with burnout. Resilience demonstrates a significant negative effect on burnout and partially mediates the relationship between professional identity and burnout. These findings indicate that teachers who internalize their professional role more strongly tend to be more resilient and less vulnerable to emotional exhaustion, depersonalization, and reduced personal accomplishment. The study highlights the importance of strengthening teacher identity formation alongside resilience-building programs as an integrated strategy for preventing burnout. Practically, the findings suggest that higher education institutions should design professional development initiatives that foster reflective practice, supportive collegial environments, and adaptive coping skills. The study contributes theoretically by clarifying the mediating mechanism linking identity, resilience, and burnout, and practically by offering evidence-based recommendations for teacher well-being interventions.
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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