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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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BISINDO-based instructional videos in inclusive vocational welding learning: Preliminary evidence from a single-subject study Rochmad Novian Inderanata; Setuju Setuju; Dinar Westri Andini; Putu Sudira; Sutopo Sutopo; Septian Rahman Hakim; Esta Larossa; Paterson Nji Mbakwa
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.v16i2.100441

Abstract

This study examined within-participant changes in procedural understanding, practical welding skills, and learning engagement following the introduction of Indonesian Sign Language (BISINDO)-based instructional videos for a vocational high school student with hearing impairment. The study employed an A–B single-subject design comprising three baseline sessions and three intervention sessions. Outcomes were assessed using structured observation rubrics and converted to scores on a 0–100 scale. The participant was one student with hearing impairment enrolled in a basic welding course at a vocational high school. Data were collected through repeated observations across six learning sessions, consisting of three baseline sessions and three intervention sessions. The instruments included observation sheets assessing procedural understanding, practical welding skills, learning engagement, and intervention implementation. Data were analyzed using visual analysis across conditions and the Percentage of Non-overlapping Data (PND) to identify changes between the baseline and intervention phases. The results indicated positive within-participant changes across all observed variables following the introduction of BISINDO-based instructional videos. All intervention observations exceeded the highest baseline observations, resulting in a PND value of 100% for each outcome. However, these findings should be interpreted with caution due to the short duration of each phase and the absence of experimental replication. For the participant in this study, the introduction of BISINDO-based instructional videos was associated with higher observed scores in procedural understanding, practical welding skills, and learning engagement. Further research employing more rigorous single-case designs and involving additional participants is needed before broader conclusions can be drawn.
Development and evaluation of a competency-based Electronic ICAO English Language Proficiency (E-IELP) platform in aviation vocational education Laila Rochmawati; Harunur Rosyid; Delmio A. M. G. de Sousa
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.v16i2.100458

Abstract

Aviation vocational education requires competency-based digital learning media that enable cadets to practice workplace communication tasks aligned with industry standards. This study developed and evaluated a web-based Electronic ICAO English Language Proficiency (E-IELP) platform to support aviation communication training for aeronautical communication cadets at an aviation vocational polytechnic in Indonesia. The platform provides ICAO-aligned learning activities, including radiotelephony read-back, situation analysis, emergency communication scenarios, and speaking tasks. This study employed a research and development (R&D) approach based on the ADDIE model, followed by a quasi-experimental pre-test–post-test control-group design to evaluate the platform's effectiveness. Forty-eight cadets participated in the study and were assigned to treatment and control groups. Data were collected through needs analysis questionnaires, curriculum analysis, expert validation forms, user response questionnaires, performance tests, and interviews. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, Welch's independent-samples t-test, and effect size estimates, while qualitative data were analyzed using thematic analysis. The platform was judged feasible by experts and received highly positive responses from users. The treatment group achieved significantly higher post-test performance than the control group, indicating that the platform effectively supports structured, repeated, and feedback-oriented aviation communication practice. However, because the study was conducted at a single institution over a four-week intervention and involved a relatively small sample using a five-point performance scale, the very large effect size should be interpreted with caution. Overall, the findings suggest that the E-IELP platform can serve as an effective supplementary competency-based digital learning platform for aviation vocational education.
Implementing child-friendly school principles in vocational curriculum, pedagogy, and assessment: A qualitative case study Jumadi Jumadi; Achmad Abdul Azis; Luh De Liska; M. Tahir Malik; Ni Made Wulan Sari Sanjaya; La Ode Amril
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.v16i2.100676

Abstract

Creating safe, inclusive, and participatory learning environments has become a critical challenge in Technical and Vocational Education and Training (TVET), which is expected to develop not only students’ occupational competencies but also their character. However, empirical evidence regarding the implementation of Child-Friendly School (CFS) principles in curriculum, pedagogy, and assessment within vocational secondary education remains limited. This study aimed to explore the implementation of the Child-Friendly School approach at SMK Negeri 1 Makassar, Indonesia. A qualitative case study design was employed, involving 18 informants: one principal, two vice principals, eight teachers, five students, and two parents. Data were analyzed through iterative qualitative coding and thematic development, following the data condensation, data display, and conclusion drawing and verification procedures proposed by Miles, Huberman, and Saldaña. NVivo 14 was used to facilitate data management and analysis. The trustworthiness of the findings was established through source and method triangulation, member checking, and peer debriefing. The findings revealed three major innovations: (1) the systematic integration of child-friendly values into the curriculum and school programs; (2) the implementation of participatory pedagogy through project-based, collaborative, and reflective learning; and (3) the adoption of character-oriented assessment using reflective journals, behavioral observations, and narrative feedback. The implementation was supported by government policies, strong school leadership, teacher commitment, and the active participation of parents and the wider community, while limited infrastructure, diverse student characteristics, and insufficient teacher competence remained significant challenges. Overall, the findings suggest that, within the context of the case examined, Child-Friendly School principles provide a contextually relevant framework for integrating humanistic values into vocational curriculum, pedagogy, and assessment.

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