cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
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 473 Documents
 43   44   45   46   47 
Cybersickness in virtual reality research: A comprehensive bibliometric review and visualisation Arif Ainur Rafiq; Dwi Sudarno Putra; Mochamad Bruri Triyono; Dian Novian
Jurnal Pendidikan Vokasi Vol. 15 No. 1 (2025)
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 Muhammad Indra; Mochamad Bruri Triyono; Dwi Rahdiyanta; Pardjono Pardjono; Sudji Munadi; Masduki Zakarijah; Priyanto Priyanto; Apri Nuryanto; Priyo Nugroho Adi; Tika Widari
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
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 Annisau Nafiah; R. Machmud Sugandi; Hariani Aprilia; Wulidah Ning Tiasari; Arasinah Binti Kamis; Asliza Aris
Jurnal Pendidikan Vokasi Vol. 15 No. 1 (2025)
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 aims to reveal the essential skills demanded by fashion industry stakeholders, assess the relevance of the fashion design vocational curriculum to these industry needs, and examine the correlation between educational content and industry expectations. Using a quantitative approach with survey and document analysis, 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 comprising 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 the integration of digital and entrepreneurship. 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 Roni Eka Rahmat; Samsul Hadi; Iis Elfa Syafmaini; Utari Akhir Gusti; Afdal Luthfi; Aprilla Fortuna
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
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.
A needs analysis of mobile game-based learning media for visual communication design in Padang vocational schools Yuliawati Yunus; Popi Radyuli
Jurnal Pendidikan Vokasi Vol. 15 No. 1 (2025)
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 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.
The effects of the learning environment and digital literacy on students’ entrepreneurial intention: The mediating role of self-efficacy in the digital creative economy Heny Ratnaningtyas; Michael Khrisna Aditya; Eduard Rudolf Pangkerego
Jurnal Pendidikan Vokasi Vol. 15 No. 2 (2025)
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

The educated unemployment rate in Indonesia remains high despite a national downward trend, underscoring the need for students to pursue entrepreneurship to create jobs. This study analyses the effects of the learning environment and digital literacy on entrepreneurial intention, with self-efficacy as a mediating variable. This quantitative study employed an explanatory approach and involved 350 students from universities in Jakarta, Bandung, and Surabaya who had completed entrepreneurship courses.  The research statistical method employed path analysis, analyzed using SmartPLS. Data were collected using a five-point Likert-scale questionnaire. The learning environment and digital literacy significantly influenced self-efficacy, with digital literacy emerging as the most dominant factor. Self-efficacy significantly affected entrepreneurial intention and mediated the relationships between the learning environment and digital literacy and entrepreneurial intention. Meanwhile, digital literacy did not directly influence entrepreneurial intention in the absence of self-efficacy. The sample was limited to students in three major cities and to those enrolled in entrepreneurship courses; thus, generalization should be made with caution. Future research should expand regional coverage, incorporate institutional and socio-economic variables, and employ longitudinal designs to capture changes in entrepreneurial intention over time. Universities should enrich authentic learning ecosystems such as project-based learning, mentorship, and incubation, and strengthen applied digital literacy to enhance students' self-efficacy. Training that emphasizes digital competencies and real entrepreneurial experience is likely to be more effective at fostering entrepreneurial intention.
An AI-driven framework for learning analytics and operational optimization in technology and vocational education: Bridging industrial engineering and informatics Heri Nurdiyanto; Leonel Hernandes; Jehad A.H Hammad; Aktansi Kindiasari
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025)
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 Saiful Bakhri; Siswantoyo Siswantoyo; Eny Kuswandari; Syahri Ramadan; Siti Amironah; Siwi Widiastuti; Ririn Susetyaningsih; Andhita Mustikaningtyas
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025)
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.
Human-related barriers to low employee involvement in continuous improvement initiatives: A phenomenological study of manufacturing workers in Indonesia Aris Eko Wibowo; Thomas Sukardi; Widarto Widarto
Jurnal Pendidikan Vokasi Vol. 15 No. 3 (2025)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v15i3.91289

Abstract

Continuous Improvement (CI) has become a fundamental management philosophy for achieving sustainable competitiveness in the manufacturing industry. However, despite its widespread adoption, many CI initiatives fail due to human‐related barriers that hinder implementation at the organizational level. This study aims to identify and analyze the key human factors that impede CI implementation in Indonesian manufacturing industries while exploring strategies to overcome these challenges. Using an exploratory qualitative design, data were collected through in-depth interviews with 15 manufacturing practitioners and analyzed using thematic analysis. The findings reveal seven major human-related inhibitors to successful CI implementation: complacency, misperception, irritability, individualism, work rigidity, frustration, and stress. Collectively, these factors erode motivation, weaken collaboration, and intensify resistance to organizational change, thereby limiting organizational learning and performance improvement. The results corroborate existing literature emphasizing the significance of human and cultural aspects in sustaining CI initiatives. To address these barriers, the study highlights the importance of fostering a supportive organizational culture that promotes psychological safety, teamwork, and continuous incremental learning through the Kaizen philosophy. Management interventions should focus on strengthening human engagement, realistic goal setting, and reward mechanisms that value collective effort and continuous learning. This study contributes to the growing body of knowledge on CI by providing an in-depth understanding of the human dimensions of continuous improvement within manufacturing contexts in developing countries. The findings provide both theoretical insights and practical guidance for leaders seeking to cultivate sustainable CI cultures driven by people rather than processes.

Page 45 of 48 | Total Record : 473

 43   44   45   46   47 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol. 16 No. 2 (2026) Vol. 16 No. 1 (2026) Vol. 15 No. 3 (2025) Vol. 15 No. 2 (2025) Vol. 15 No. 1 (2025) Vol. 14 No. 3 (2024) Vol. 14 No. 2 (2024) Vol. 14 No. 1 (2024) Vol. 13 No. 3 (2023) Vol. 13 No. 2 (2023) Vol. 13 No. 1 (2023) Vol. 12 No. 3 (2022) Vol. 12 No. 2 (2022) Vol. 12 No. 1 (2022) Vol. 11 No. 3 (2021) Vol. 11 No. 2 (2021) Vol. 11 No. 1 (2021) Vol. 10 No. 3 (2020) Vol. 10 No. 2 (2020) Vol. 10 No. 1 (2020) Vol. 9 No. 3 (2019) Vol. 9 No. 2 (2019) Vol. 9 No. 1 (2019) Vol. 8 No. 3 (2018) Vol. 8 No. 2 (2018) Vol. 8 No. 1 (2018) Vol. 7 No. 3 (2017) Vol. 7 No. 2 (2017) Vol. 7 No. 1 (2017) Vol. 6 No. 3 (2016) Vol. 6 No. 2 (2016) Vol. 6 No. 1 (2016) Vol. 5 No. 3 (2015) Vol. 5 No. 2 (2015) Vol. 5 No. 1 (2015) Vol. 4 No. 3 (2014) Vol. 4 No. 2 (2014) Vol. 4 No. 1 (2014) Vol. 3 No. 3 (2013) Vol. 3 No. 2 (2013) Vol. 3 No. 1 (2013) Vol. 2 No. 3 (2012) Vol. 2 No. 2 (2012) Vol. 2 No. 1 (2012) Vol. 1 No. 1 (2011) More Issue