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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 452 Documents
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Mobile microlearning with repeated short video access: Effects on vocational skill retention Sudira, Putu; Inderanata, Rochmad Novian; Widodo, Slamet; Wagiran, Wagiran; Aryani, Sendi Tiyas
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.v15i3.95712

Abstract

This study examined whether mobile microlearning that enabled repeated access to short, SOP-anchored instructional videos improved vocational skill retention compared with conventional practice instruction. A quasi-experimental pretest–posttest–delayed posttest design was implemented with 80 undergraduate students in a practice-based course (experimental n = 40; control n = 40). The experimental group learned through segmented microlearning videos (2–6 minutes) aligned with procedural steps, safety checkpoints, and quality criteria, accessible via mobile devices for rewatching before and after workshop practice. The control group received conventional instruction through instructor demonstration and job-sheet guidance without structured video re-access. Data were collected using a validated SOP-aligned practical performance rubric, a procedural knowledge test, and an observation sheet documenting procedural errors and task completion time; perceived cognitive load was measured using a brief rating scale. Content validity was established through expert judgment and instrument refinement, and reliability was supported through inter-rater agreement for performance scoring and internal consistency for test and scale measures. Data were analyzed using descriptive statistics, Shapiro–Wilk normality tests, Levene’s homogeneity tests, and independent-samples t-tests to compare groups at pretest (baseline equivalence), posttest (immediate outcomes), and delayed posttest (retention outcomes). The results indicated that the experimental group achieved significantly higher delayed practical performance and procedural knowledge than the control group, with fewer procedural errors and faster completion time. These findings suggest that rewatchable SOP-based mobile microlearning can strengthen durable procedural competence in vocational practice settings. This study contributes empirical evidence to vocational education literature by demonstrating that structured, rewatchable SOP-based microlearning enhances durable procedural competence.
Evaluating vocational education policy in a disadvantaged region: Evidence from a CIPP-based study Dianto Aris; Anik Ghufron; Septian Rahman Hakim; Dafid Slamet Setiana; Gumpanat Boriboon
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.v15i3.95734

Abstract

This study evaluates the performance of vocational education policy at SMK Maharati, a vocational high school located in a disadvantaged (3T: frontier, outermost, and underdeveloped) region of Indonesia, using the Context–Input–Process–Product (CIPP) evaluation model. Employing an evaluative mixed-methods approach, the study analyzes secondary data from four institutional stakeholder satisfaction reports involving educators and educational staff, students, parents, and industry partners (IDUKA) during the 2024/2025 academic year. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, correlation, and regression analyses, while qualitative data were examined through thematic content analysis. The findings reveal a clear dichotomy between external and internal stakeholder satisfaction. Parents, students, and industry partners reported consistently high satisfaction, particularly regarding student character, work ethic, and industry-relevant competencies. In contrast, educators and staff showed only moderate satisfaction, with compensation and workload emerging as the primary sources of dissatisfaction. Statistical analysis confirms a significant negative relationship between perceived workload and salary satisfaction, indicating structural weaknesses in human resource management. The study concludes that vocational education policy at SMK Maharati is externally effective yet internally fragile, relying heavily on educator goodwill rather than sustainable institutional systems. Integrated reforms addressing human resource management, workload governance, and internal coordination are essential to ensure long-term sustainability of vocational education quality in disadvantaged regions.

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