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
 44   45   46   47   48 
Mobile microlearning with repeated short video access: Effects on vocational skill retention Putu Sudira; Rochmad Novian Inderanata; Slamet Widodo; Wagiran Wagiran; Sendi Tiyas Aryani
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.v15i3.95712

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 Aris Dianto; Anik Ghufron; Septian Rahman Hakim; Dafid Slamet Setiana; Gumpanat Boriboon
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.v15i3.95734

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. This study employed an evaluative mixed-methods approach and analyzed secondary data from four institutional stakeholder satisfaction reports involving educators, 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, Pearson correlation analysis, and regression analysis, while qualitative data were analyzed using thematic content analysis. The findings reveal a clear dichotomy between external and internal stakeholder satisfaction. Parents, students, and industry partners consistently reported high levels of satisfaction, particularly regarding student character, work ethic, and industry-relevant competencies. In contrast, educators and educational staff reported only moderate levels of satisfaction, with compensation and workload emerging as the primary sources of dissatisfaction. Statistical analysis confirmed a significant negative relationship between perceived workload and salary satisfaction, indicating structural weaknesses in human resource management. The study concluded that vocational education policy at SMK Maharati is externally effective yet internally fragile, relying heavily on the goodwill of educators rather than sustainable institutional systems. Integrated reforms in human resource management, workload management, and internal coordination are essential to ensure long-term sustainability of vocational education quality in disadvantaged regions.
How organizational support enhances polytechnic lecturers' performance: The mediating role of competence and the moderating role of motivation Sri Porwani; Mohamad Adam; Zunaidah Zunadiah; Yuliani Yuliani; Ferry Jie
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.v16i1.77614

Abstract

Despite the critical role of polytechnic lecturers in vocational education, empirical evidence remains limited regarding how organizational support translates into improved lecturer performance through competence and motivation. This study addresses this gap by examining a moderated mediation model linking organizational support, lecturer competence, motivation, and performance. A quantitative correlational design was employed involving 185 lecturers from private polytechnics across various technical disciplines in Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that organizational support significantly enhances lecturer competence (β = 0.45, p < 0.001), while competence strongly predicts lecturer performance (β = 0.50, p < 0.001). Competence fully mediates the relationship between organizational support and performance (β = 0.23, p < 0.01), whereas motivation significantly strengthens the competence–performance relationship (β = 0.22, p < 0.01), supporting the proposed moderated mediation model. These findings provide novel evidence that sustainable lecturer performance depends not only on organizational support but also on competence development and motivational conditions. The study contributes to organizational support theory within vocational higher education and offers practical guidance for designing competence-centered professional development and motivation-enhancing strategies to improve lecturer effectiveness.
Developing an expertise-specific P5 module for vocational education: An ADDIE-based design Anis Rahmawati; Agusti Tamrin; Ponco Adi Septiawan; Yusmarwati Yusof
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.v16i1.78365

Abstract

Despite the implementation of the Merdeka Curriculum's Pancasila Student Profile Strengthening Project (P5) in Indonesian vocational schools, existing modules remain generic across expertise programs, limiting their effectiveness in integrating character development with vocational competencies. This study aimed to develop and validate an expertise-specific P5 module with an employment theme for the Building Modeling and Information Design (BMID) program using the ADDIE instructional design model. Development research was conducted through the five ADDIE stages involving P5 facilitators, subject matter experts, media experts, observers, teachers, and Grade XI BMID students. The developed module underwent expert validation and field implementation to evaluate its feasibility and instructional effectiveness. The results demonstrated high feasibility ratings from content experts (86.67%), media experts (90.91%), teachers (90.00%), and students (87.01%), indicating that the module is highly suitable for vocational learning. Unlike generic P5 modules, the developed module integrates BMID-specific technical competencies, authentic project-based learning activities, and employment-oriented contexts while simultaneously strengthening Pancasila character dimensions. This study contributes a systematic and replicable framework for developing expertise-specific P5 modules and provides practical guidance for vocational educators and curriculum developers in designing contextually relevant learning resources that enhance both vocational competence and character development under the Merdeka Curriculum.
Implementing The Kirkpatrick Model in Job Training Management: A Qualitative Case Study at BBPVP Semarang Imelia Sahda Salsabilla; Nur Asiyah; Syaiful Bakhri; Zarkasi Zarkasi; Gamal Abdul Nasir Zakaria
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.v16i1.78932

Abstract

Although the Kirkpatrick model has been widely adopted to evaluate training effectiveness, its application has predominantly focused on post-training assessment rather than its strategic integration into planning, implementation, evaluation, and continuous improvement throughout the training management cycle. This study aimed to examine how the Kirkpatrick model functions as an integrated job training management framework for enhancing workforce readiness and organizational productivity at the Semarang Vocational Development and Productivity Center (BBPVP). A qualitative case study design was employed involving nine purposively selected participants. Data were collected through in-depth interviews, observations, and document analysis and analyzed using the Miles and Huberman interactive model with source triangulation to ensure credibility. The findings indicate that systematic industry-based planning, competency-based instructional implementation, and integrated multi-level evaluation collectively strengthened participant competencies, workplace readiness, and organizational productivity. However, several challenges remained, including variations in instructional quality, limited training facilities, fragmented evaluation systems, and insufficient post-training monitoring. The findings further reveal that the four Kirkpatrick levels function as interconnected managerial feedback mechanisms linking planning, instructional implementation, behavioral transfer, organizational outcomes, and continuous program improvement. This study reconceptualizes the Kirkpatrick model as an integrated vocational training management framework rather than merely a post-training evaluation model, thereby extending its theoretical application in Technical and Vocational Education and Training (TVET) and workforce development.
A structural model of vocational pre-service teachers’ quality via Tamansiswa values, motivation, and transformational leadership: PLS-SEM approach Rabiman Rabiman; Farid Mutohhari; Muhammad Nurtanto; Nurcholish Arifin Handoyono; Ibrahim Haruna Bako
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.v16i1.90561

Abstract

Improving the teaching quality of vocational pre-service teachers requires integrative strategies that combine cultural values, motivation, and leadership development. This study examines the direct and indirect effects of Tamansiswa teaching values and motivation on teaching quality, with transformational leadership as a mediating variable. A quantitative longitudinal ex post facto design was employed. Data were collected from 697 vocational pre-service teachers in Yogyakarta, Indonesia, using structured questionnaires measuring Tamansiswa teaching values, motivation, transformational leadership, and teaching quality through validated Likert-scale instruments. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to test measurement reliability, structural relationships, and mediation effects. The results indicate that motivation is the strongest predictor of teaching quality (β = 0.880), followed by transformational leadership (β = 0.238), while Tamansiswa teaching values show a smaller but significant direct effect (β = 0.088). Both Tamansiswa teaching values (β = 0.287) and motivation (β = 0.399) significantly enhance transformational leadership. Mediation analysis confirms that transformational leadership strengthens the effects of Tamansiswa teaching values and motivation on teaching quality. The structural model demonstrates good fit (SRMR = 0.056; NFI = 0.926). These findings position transformational leadership as a key mechanism through which indigenous values and motivation are translated into effective teaching practices. The study contributes to vocational teacher education by integrating culturally grounded values into a leadership-mediated model of teaching quality and recommends embedding value internalization, motivational support, and leadership development within pre-service teacher preparation programs.
Teacher competence and students’ career interest: The mediating role of 21st-century skills in automotive vocational education Bambang Sudarsono; Nanda Priya Pratama; Estrella T. Arroyo
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.v16i1.96344

Abstract

This study examined the relationships among teachers’ Technological Pedagogical Content Knowledge (TPACK), professional competence, students’ 21st-century skills, and career interest in automotive vocational education.  Using a quantitative explanatory survey design, data were collected from 174 students enrolled in nine vocational schools in Indonesia. The proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate direct and indirect relationships among the variables. The findings revealed that both TPACK (β = 0.43, p < 0.001) and teachers’ professional competence (β = 0.35, p < 0.001) significantly enhanced students’ 21st-century skills. However, neither TPACK (β = 0.06, p = 0.47) nor professional competence (β = 0.08, p = 0.34) had a significant direct effect on students’ career interest. In contrast, 21st-century skills exerted a strong positive influence on career interest (β = 0.48, p < 0.001). Mediation analysis further demonstrated that 21st-century skills serve as a significant intermediary mechanism linking teacher competence to students’ career aspirations. The results suggest that teacher competence contributes to career development primarily through fostering transferable competencies such as critical thinking, communication, collaboration, creativity, and digital literacy. The study’s novelty lies in integrating TPACK, teachers’ professional competence, 21st-century skills, and Social Cognitive Career Theory (SCCT) into a unified explanatory model. Unlike previous studies that examined these variables separately, this research identifies 21st-century skills as the key pathway through which teacher competence influences career interest. The findings offer practical implications for vocational education by highlighting the importance of strengthening teacher competence, technology-integrated pedagogy, and the systematic integration of 21st-century skills into vocational curricula to better prepare students for future workforce demands.
Vocational education reform across the Taiwan Strait: A comparative analysis of governance scale and institutional ecology Xiangjie Zheng; Kun Liu; Yuheng Yao; Kangzhao Cai
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.v16i1.97938

Abstract

This study compares vocational education reform in Taiwan and Mainland China to explain why similar reform goals are translated into different institutional practices. Previous cross-strait studies have often examined the two systems separately or compared individual policy measures, while paying limited attention to the institutional logic linking governance scale, institutional ecology, and industrial transition pathways. Using qualitative empirical document analysis within a comparative case-study design, the study analysed 35 core policy, legal, statistical, institutional, and academic sources. Documentary evidence was coded using an integrated  covering governance structure, system scale and institutional composition, curriculum and major adjustment, industry–education cooperation, teacher development, and digital transformation. The findings reveal convergence in the shared emphasis on applied talent cultivation, practical learning, and stronger industry linkages, but divergence in the institutional mechanisms through which these objectives are implemented. Taiwan’s relatively smaller and more diversified technical and vocational education system promotes flexible learning pathways, private institutional participation, and industry–academia collaboration, whereas Mainland China’s large-scale system emphasizes national coordination, strategic programme restructuring, school–enterprise cooperation, and workforce development aligned with industrial upgrading. The study contributes an integrated six-dimensional comparative framework for analysing vocational education reform in culturally connected yet institutionally distinct contexts and provides practical insights for context-sensitive policy learning and vocational education reform.
Development and validation of an ADDIE-based jobsheet as procedural scaffolding for vocational electrical practice Siswo Wardoyo; Mohammad Fatkhurrokhman; Deva Adelya Prestanty; Suhendar Suhendar; Mohd Ridhuan Mohd Jamil
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.v16i1.98312

Abstract

Vocational electrical learning requires students to transform technical concepts into safe, ordered, and assessable workshop performance. This study developed and validated an ADDIE-based electrical lighting installation jobsheet as a form of procedural scaffolding for Grade XI students at an Indonesian vocational school. A research-and-development design was implemented using the ADDIE stages of analysis, design, development, implementation, and evaluation, with a one-group development trial.  Data were collected through classroom observation, a teacher interview, expert validation, student-response questionnaires, and diagnostic, formative, and summative assessments. Three media experts, three material experts, and 23 students participated. The jobsheet was produced in printed and digital formats and covered five practice units: single-switch installation, series-switch installation, two-way switch installation, distribution-board lighting installation for a simple building, and light-sensor-based lighting installation.  Expert validation indicated high feasibility in terms of media quality (M = 3.83/4.00) and material quality (M = 3.84/4.00),  while the student response was positive (M = 3.49/4.00). Learning scores increased from diagnostic assessment (M = 47.61) to summative assessment (M = 85.65), with high normalised gain (g = 0.73), a very large paired effect size (Cohen’s dz = 3.02), and 82.61% summative mastery. The findings indicate that a systematically designed jobsheet can connect curriculum outcomes, occupational safety, practical procedures, and assessment evidence. Because the implementation employed a one-group development trial, the findings should be interpreted as evidence of instructional feasibility and associated learning improvement rather than causal effectiveness.  The study contributes a low-cost, competency-aligned practical learning resource for vocational electrical education; however, further controlled and multi-site studies are required to verify retention and practical-skill transfer.
A CIPP evaluation of the East Kalimantan dual track culinary arts program: Inter-school disparities and outcome convergence Stevanus Widuri Nursusanto; Putu Sudira; Septian Rahman Hakim; Nuryake Fajaryati; Robertus Vembry Mahartantyo
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.v15i2.99971

Abstract

Senior high school (SMA) graduates remain the largest contributor to open unemployment in East Kalimantan Province, revealing a structural gap between general secondary education and labor-market demands. The provincial Dual Track Program in Culinary Arts integrates 120 hours of vocational training into the senior high school curriculum to address this challenge. This study provides the first province-wide evaluation of the program using the Context–Input–Process–Product (CIPP) framework. A quantitative cross-sectional census was conducted across all 39 implementing schools, involving 331 students and 52 trainers. Data were collected using content-validated questionnaires with excellent reliability and analyzed using JASP. The results indicate that Process is the strongest predictor of Product outcomes (β = .474), explaining a substantial proportion of variance (R² = .672), while Cohort II achieved significantly better implementation outcomes than Cohort I. Although schools differed significantly in Context, Input, and Process, student Product outcomes remained statistically comparable, suggesting that the program promotes relatively equitable learning outcomes despite disparities in school resources. This study contributes the first multivariate empirical evaluation of the East Kalimantan Dual Track Program and demonstrates the central role of implementation quality in achieving equitable vocational outcomes. The findings provide practical guidance for prioritizing trainer development and mentoring over additional equipment procurement and may inform vocational policy in regions facing similar educational and labor-market challenges.

Page 46 of 48 | Total Record : 473

 44   45   46   47   48 

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