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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 473 Documents
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Halal tourism in non-Muslim destinations: A systematic literature review of meaning contestation, misconceptions, and collaborative governance Ebtana Sella Mayang Fitri; Septi Sedyaning Hanurani; Ridho Gata Wijaya; Andris Adhitra; Mazin Abed Mohammed
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.v16i1.99992

Abstract

This study provides a systematic literature review of halal tourism in non-Muslim and multicultural destinations, focusing on rejection, misconceptions, and meaning contestation in Indonesia. Following an adapted SALSA framework and PRISMA-informed screening process, relevant studies published between 2016 and 2025 were systematically identified from major international and Indonesian academic databases. After staged screening, 23 eligible publications were synthesized through two-round thematic content analysis. Guided by symbolic threat theory, framing theory, and collaborative governance, the review identified four recurring themes: halal food and certification, destination branding and identity, regulation, and social rejection. The findings indicate that public resistance is primarily driven by misconceptions that equate halal tourism with Islamisation and threats to local cultural identity rather than opposition to Muslim-friendly services themselves. Comparative evidence from Japan, South Korea, Thailand, and Morocco further demonstrates that inclusive Muslim-friendly service approaches are more socially acceptable than normative halal destination branding. This review contributes an integrated explanatory framework linking policy framing, symbolic threat, misconceptions, and collaborative governance to explain resistance toward halal tourism in multicultural destinations. The findings provide practical guidance for promoting inclusive Muslim-friendly services, strengthening evidence-based public communication, and developing collaborative governance strategies to enhance socially sustainable tourism development.
Stakeholder perspectives on objectives-oriented evaluation of digital twin-based learning for industrial maintenance-troubleshooting: A qualitative evaluative study Erik Sudharta; Welly Kuswanto; Rahmatul Irfan; Septian Rahman Hakim
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.v15i3.100059

Abstract

Digital twin-based learning is increasingly relevant in vocational technology education because it enables students to observe machine behavior, simulate industrial faults, and practice maintenance-troubleshooting in a safe and repeatable environment. However, its educational effectiveness cannot be judged solely by technological sophistication or visual realism. This study examines stakeholder perspectives on an objectives-oriented evaluation of digital twin-based learning for industrial maintenance-troubleshooting competence. Grounded in objectives-oriented evaluation, competence-based assessment, stakeholder-informed interpretation, and curriculum alignment, the study employed a qualitative evaluative design involving students, instructors, laboratory technicians, program managers, alumni, and industry representatives. Data were collected through interviews, focus group discussions, observations, document analysis, and digital learning-log analysis. The findings reveal four interrelated evaluation dimensions: objective clarity, learning alignment, assessment quality, and stakeholder usefulness. Digital twin-based learning was considered educationally meaningful when learning outcomes were translated into observable performance indicators, authentic industrial scenarios were validated by stakeholders, and students engaged in progressive diagnostic tasks supported by process-based assessment. Stakeholders also identified several implementation challenges, including instructor readiness, platform reliability, cognitive overload, limited sensory realism, and fragmented assessment practices. This study contributes a stakeholder-informed evaluative framework for digital twin-based learning and provides practical guidance for strengthening curriculum alignment, assessment quality, instructor preparation, and continuous improvement in vocational technology education.
Assessing the relevance of the applied bachelor's curriculum in culinary arts to industry competency needs: A needs assessment study Fajar Nur Cahyani; Prihastuti Ekawatiningsih; Kurni Marifa; Rika Nuryani Suwarno
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.90914

Abstract

Rapid changes in the culinary industry require vocational higher education institutions to continuously align their curricula with evolving industry competency needs. However, few studies have comprehensively evaluated curriculum alignment in Applied Bachelor Culinary Arts programs by integrating industry competency requirements, future workforce challenges, and normative gap analysis. Therefore, this study aimed to assess curriculum alignment and identify priorities for curriculum improvement. This study employed a needs assessment approach using a descriptive quantitative design supported by qualitative interviews. Data were collected from 50 industry stakeholders and complemented by interviews with 20 lecturers and industry representatives. The questionnaire consisted of 12 items across three dimensions: Graduate Competencies, Curriculum Relevance, and Future Challenges. Content validity was established through expert judgment, with Aiken’s V values ranging from 0.833 to 0.917. Data were analyzed using descriptive statistics, ranking analysis, interpretation criteria, and normative gap analysis. The findings indicate that the curriculum is generally well aligned with industry needs. The Future Challenges dimension achieved the highest mean score (M = 4.55; Gap = 0.46), followed by Curriculum Relevance (M = 4.23; Gap = 0.78), whereas Graduate Competencies showed the largest gap (M = 3.97; Gap = 1.03). Among the indicators, industry-relevant learning materials received the highest rating (M = 4.76), while the balance between theory and practice (M = 3.32) and the development of soft skills (M = 3.38) received the lowest ratings. These findings provide empirical evidence to guide curriculum developers in strengthening workplace learning, industry collaboration, digital competencies, entrepreneurship, and the integration of Industry 4.0 principles, thereby enhancing graduate readiness for the evolving culinary workforce.
The Integrating AI in teaching factories to advance indonesian vocational schools Sintha Wahjusaputri; Tashia Indah Nastiti; Bunyamin Bunyamin; Johan Johan
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.91160

Abstract

This study aims to develop and evaluate an Artificial Intelligence (AI)-based teaching factory model to enhance students’ vocational competencies in alignment with industry standards. It addresses a gap in the existing literature, where teaching factory models and AI applications in education have largely been investigated separately, with limited empirically validated frameworks integrating AI to support adaptive learning and real-time performance assessment in vocational education. In this study, an AI-based teaching factory is operationally defined as a learning environment that utilizes AI to provide personalized instruction, real-time performance analytics, and industry-simulated production workflows. A mixed-methods research approach was employed, comprising needs analysis, system design and development, field trials, and effectiveness evaluation. Instrument validity was assessed using Aiken’s V, while reliability was evaluated using Cronbach’s alpha. Qualitative data collected through interviews, observations, and document analysis were analyzed thematically to identify patterns related to learning outcomes, implementation processes, and operational challenges. The study was conducted at SMKN 1 Pacet Cianjur and SMKN 11 Bandung in West Java Province, Indonesia. The findings indicate that the proposed AI-based teaching factory model significantly enhances students’ problem-solving skills, critical thinking, and readiness for technology-driven workplaces. This study contributes a validated and replicable implementation framework for integrating AI into vocational teaching factories and provides practical recommendations for teacher capacity building, curriculum alignment, and infrastructure development to support sustainable, industry-relevant vocational education.
A Development and evaluation of a 3D electromagnetic field simulation tool for aviation communication engineering education Fatmawati Sabur; Heru Prasetyo; Mulyadi Nur; Kurniaty Atmia; Supriyadi Supriyadi; Devi Dwi Purwanto; Slamet Winardi; Arsyen Pratama Parrangan; Che Zalina Zulkifli
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.91450

Abstract

This study addresses a learning gap in Aviation Communication Engineering education, where electromagnetic field concepts are highly abstract and difficult to understand through conventional teaching methods. Existing instructional media provide limited interactive and contextualized visualizations of electric and magnetic field phenomena, resulting in low levels of students’ conceptual understanding. The study employed a Research and Development (R&D) methodology based on the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. Subject matter experts and media experts evaluated the application in terms of content validity, interface design, and interactivity. The primary outcome was the development of a web-based three-dimensional (3D) electromagnetic field simulation to support learning in aviation communication engineering. Its effectiveness was subsequently evaluated using a quasi-experimental pre-test–post-test control-group design involving 30 students assigned to experimental and control groups. The experimental group used the web-based 3D simulation developed with Python and Three.js, whereas the control group received conventional instruction. Data were analyzed using paired-samples t-tests, Cohen’s d effect size, and 95% confidence intervals. The results revealed significant improvements in both groups (p < 0.05), with the experimental group demonstrating greater learning gains (M = 23.3; from 63.2 to 86.5; t = −73.06) than the control group (M = 11.3; from 62.8 to 74.1; t = −48.79). Effect size analysis indicated a very large educational impact (Cohen’s d ≈ 5.85), while the confidence intervals showed no overlap between groups, supporting the robustness of the observed differences. The findings suggest that 3D simulation-based learning is more effective than conventional instruction in enhancing students’ conceptual understanding of electromagnetic field concepts. The study also provides empirical support for the Cognitive Theory of Multimedia Learning and Cognitive Load Theory in the context of vocational aviation education.
Teacher leadership for education for sustainable development in indonesian vocational schools: Evidence from students' perspectives Tutik Susilowati; Yosep Tegar Prameswara
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.92497

Abstract

This study investigates how teacher leadership supports Education for Sustainable Development (ESD) in Indonesian vocational high schools from students’ perspectives. Specifically, it examines the effects of instructional, servant, and transformational leadership on students’ perceptions of sustainability-oriented learning practices. Unlike previous studies, which have primarily focused on principal leadership or individual leadership approaches, this study integrates instructional, transformational, and servant leadership into a unified model to explain ESD implementation from students’ perspectives. Using a quantitative cross-sectional design, data were collected through an online questionnaire completed by 779 vocational high school students in Central Java and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that instructional leadership (β = 0.404), transformational leadership (β = 0.243), and servant leadership (β = 0.157) each have significant positive effects on sustainability-oriented education, collectively explaining 52.9% of the variance. Instructional leadership emerged as the strongest predictor, suggesting that lesson design, the facilitation of critical thinking, constructive feedback, and effective classroom practices are central to embedding ESD values in vocational education. The findings imply that professional development programs for vocational teachers should integrate pedagogical, inspirational, and ethical leadership competencies to strengthen ESD implementation. The study is limited by its cross-sectional design, reliance on student self-reports, convenience sampling, and regional focus. Therefore, future research should employ longitudinal, qualitative, and multi-stakeholder approaches to provide stronger evidence regarding causal relationships and contextual factors influencing ESD implementation.
Business process improvement for internal quality assurance using information systems: A case study of a vocational higher education institution Nina Fadilah Najwa; Istianah Muslim; Heni Rachmawati
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.96086

Abstract

Digital transformation in higher education institutions (HEIs) requires not only the adoption of technology but also a clear roadmap for successful implementation and effective change management. As independently funded institutions, private HEIs must also consider their strategic and operational business needs. This study aims to identify and analyze business process improvements in the governance of the Internal Quality Assurance System (Sistem Penjaminan Mutu Internal/SPMI) through a single case study of a private vocational HEI in Indonesia. The research consisted of a literature review, identification of primary and supporting business processes, focus group discussions (FGDs), and value chain analysis. Business process improvement was conducted through five stages: organizing for improvement, understanding the process, streamlining, measuring and controlling, and continuous improvement. Business Process Model and Notation (BPMN) was used to model and visualize the redesigned business processes. The findings produced a comprehensive blueprint of the internal quality assurance process and the SPMI business process cycle for vocational HEIs. The redesigned process addresses a critical gap in the previous system by strengthening the linkage between evaluation and control outcomes and institutional policy formulation. The improved SPMI cycle is more structured and efficient through refinements to the audit process, the application of Eisenhower Matrix analysis, and the management of indicator duplication. In addition, the study developed a real-time e-SPMI dashboard and a base-indicator detection feature to minimize indicator duplication. This study contributes theoretically by integrating the SPMI literature with a business process improvement perspective and extending value chain analysis within internal quality assurance. Practically, it provides a BPMN-based process model and value chain framework that can be directly implemented at Politeknik Caltex Riau (PCR) and adapted by other private vocational HEIs with similar organizational contexts.
Graduate employability and internationalization in vocational higher education: An integrated institutional framework from a five-year case study Endang Soelistiyowati; Yohana Ika Harnita Sari; Shinta Dewi Novitasari
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.98425

Abstract

Graduate outcome evaluation in Indonesian vocational higher education often emphasizes employment status and waiting time while giving limited attention to how institutional strategies shape employability and internationalization. This study examines how tracer studies, alumni feedback, student mobility, and institutional partnerships reflect strategic efforts at Sekolah Vokasi Universitas Gadjah Mada from 2021 to 2025. Previous research has typically examined tracer studies, partnerships, alumni feedback, and student mobility as separate areas of inquiry. In contrast, this study integrates these institutional evidence sources into a unified employability–internationalization framework. This framework demonstrates that graduate readiness emerges from interconnected institutional mechanisms linking curriculum development, workplace learning, institutional partnerships, alumni feedback, and international exposure. The findings reveal consistently high tracer study participation and a generally positive school-to-work transition, with most graduates securing employment before graduation or within six months after graduation. Student mobility records indicate stronger institutional capacity for internationalization at home than for outbound mobility. Partnership records demonstrate substantial institutional collaboration capacity; however, their contribution depends on effective implementation through internships, curriculum development, professional certification, mobility programs, mentoring, and graduate recruitment activities. This study contributes an integrated employability–internationalization framework that conceptualizes tracer studies, alumni feedback, partnership activation, and student mobility as complementary institutional mechanisms for enhancing curriculum quality, workplace learning, international engagement, and graduate development. As a single-institution case study, the findings are context-specific and do not permit examination of individual-level relationships between participation in mobility or partnership activities and graduate career outcomes.
Developing a content-differentiated mathematics teaching module for vocational high school students: Validity, practicality, and effectiveness Kanisius Mandur; Farida Hanum; Agung Wahyu Hermansyah; Jumadi Jumadi; Rahayu Fuji Astuti
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.v16i1.100318

Abstract

The increasing diversity of students' learning readiness, interests, and learning profiles requires mathematics instructional materials that support differentiated learning in vocational education. However, teaching modules specifically designed to facilitate content differentiation remain limited. Unlike conventional mathematics modules that primarily provide uniform instructional content, the module developed in this study explicitly incorporates content differentiation to accommodate variations in students' learning readiness, interests, and learning profiles within vocational education settings. This study aimed to develop and validate a content-differentiated mathematics teaching module that is valid, practical, and effective for vocational high school students. A Research and Development (R&D) approach employing the ADDIE instructional design model (analysis, design, development, implementation, and evaluation) was adopted. The module was evaluated through expert validation involving material, media, and language specialists, while its practicality was assessed using teacher and student response questionnaires. Effectiveness was examined through pretest–posttest achievement data. The findings indicated that the developed module achieved a very high level of validity, with material, media, and language validity scores of 87.47%, 90.00%, and 83.33%, respectively. The module was also perceived as highly practical by teachers (93.65%) and students (87.54%). Furthermore, the implementation of the module significantly improved students' mathematics achievement, as reflected by the increase in the mean score from 64.52 (pretest) to 87.65 (posttest) (p < .001). These findings demonstrate that the proposed module provides an effective instructional resource for implementing content differentiation in heterogeneous mathematics classrooms and offers practical support for promoting adaptive and inclusive learning in vocational high schools.
Teachers’ perceptions on the revised curriculum assessment requirements for mechanical technology subject in South Africa Percy Thabiso Mhlanga; Thokozani Isaac Mtshali; Samuel Dumazi Khoza
Jurnal Pendidikan Vokasi Vol. 16 No. 2 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i2.100320

Abstract

Although competency-based vocational education emphasizes practical skills development, limited attention has been paid to how curriculum assessment requirements influence the implementation of skills-based subjects at the secondary school level. This study addresses this gap by exploring teachers’ perceptions of the revised learner promotion requirements for Mechanical Technology in South Africa. Specifically, it examines the implications of the revised Curriculum and Assessment Policy Statement (CAPS) for maintaining a 75:25 weighting between the theory component and the Practical Assessment Task (PAT) in Mechanical Technology. The study employed a qualitative phenomenological design involving 18 purposively selected Mechanical Technology teachers. Data were collected through open-ended questionnaires and face-to-face interviews and analyzed using thematic analysis. The findings revealed that participants expressed dissatisfaction with the allocation of only 25% of the overall promotion weighting to practical assessment. They perceived that this assessment structure does not sufficiently support learners in developing hands-on competencies in automotive, welding, and fitting and machining trades. The findings further suggest that curriculum reforms should involve more direct consultation with teachers rather than relying solely on representative bodies. In addition, the assessment policy should be reviewed to achieve a more balanced weighting between theory and practical assessment, thereby better supporting competency-based skills development. This study contributes to the vocational education literature by demonstrating how assessment structures shape curriculum implementation and the development of occupational competencies in technical education.

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