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Journal of Automotive Technology and Education
Published by Universitas Negeri Yogyakarta
ISSN : -     EISSN : 30633591     DOI : https://doi.org/10.21831/jate.v1i1
Core Subject : Education, Engineering,
Automotive Engineering Other
Journal of Automotive Technology and Education (JATE) adalah jurnal akademik berbasis peer-review yang diterbitkan oleh Departemen Pendidikan Teknik Otomotif, Fakultas Teknik, Universitas Negeri Yogyakarta (UNY). Jurnal ini didedikasikan untuk mewadahi dan mendiseminasikan kajian teoretis maupun riset empiris dalam rumpun ilmu pendidikan vokasi, teknologi terapan, dan teknik otomotif. Fokus dan Ruang Lingkup (Focus and Scope) JATE mempublikasikan naskah penelitian yang berfokus pada tiga pilar utama: 1. Pendidikan Vokasi Otomotif: Mencakup pengembangan kurikulum (termasuk Kurikulum Merdeka di SMK), model dan strategi pembelajaran, instrumen evaluasi/asesmen praktik, efikasi diri dan kompetensi guru, hingga manajemen pendidikan vokasi. 2. Teknologi Terapan Otomotif: Berkaitan dengan inovasi rekayasa otomotif, pengujian performa mesin, efisiensi energi, hingga riset kendaraan masa depan seperti teknologi sepeda motor dan mobil listrik (EV). 3. Teknik dan Manajemen Perbengkelan: Meliputi implementasi Keselamatan dan Kesehatan Kerja (K3) di bengkel/laboratorium, budaya kerja industri (seperti 5R), manajemen kualitas perakitan, dan perawatan kendaraan ringan maupun berat. Informasi Penerbitan E-ISSN: 3063-3591 Frekuensi Terbit: Terbit secara berkala dua kali dalam setahun, yaitu pada bulan Januari dan Juli. Bahasa Publikasi: Jurnal ini menerima dan menerbitkan naskah dalam Bahasa Indonesia dan Bahasa Inggris. Akses: Jurnal ini menggunakan sistem Open Access, sehingga seluruh literatur dan hasil penelitian yang dipublikasikan dapat diakses secara terbuka dan gratis oleh publik, peneliti, serta praktisi pendidikan. Target Pembaca dan Penulis Jurnal ini menjadi platform yang sangat relevan bagi dosen, peneliti, mahasiswa, praktisi industri otomotif, dan khususnya guru Sekolah Menengah Kejuruan (SMK) yang ingin membagikan hasil riset terapan demi kemajuan teknologi serta kualitas pendidikan vokasi di Indonesia.
Arjuna Subject : Teknik (semua kategori) - Teknik Otomotif
Articles 90 Documents
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Persepsi Guru Produktif Otomotif Terhadap Implementasi Pendekatan Deep Learning Di SMK Nasional Berbah: Indonesia, Inggris Muhammad Iqbal Rahman; Amir Fatah
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3220

Abstract

Abstract This study examines automotive vocational teachers’ perceptions of the implementation of the deep learning approach at SMK Nasional Berbah and identifies internal and external factors associated with those perceptions. The study employed a descriptive quantitative design and was conducted from September to November 2025. Twelve productive automotive teachers in the Light Vehicle Engineering and Motorcycle Engineering programs were selected purposively. Data were collected through a 21-item questionnaire using a four-point Likert scale. The instrument covered internal factors, including attention, interest, and experience, and external factors, including knowledge, learning models, facilities and infrastructure, and school environmental support. The instrument had undergone construct validation through expert judgment and empirical testing, and reliability analysis produced a Cronbach’s alpha coefficient of 0.946. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations, and were interpreted using predetermined categories. The results indicate that teachers generally had a positive perception of deep learning implementation, with 83% of respondents falling into the good category. Teachers considered the approach relevant for strengthening students’ understanding, learning engagement, and critical thinking. However, implementation was constrained by limited instructional time, administrative workload, facilities, and the need for more specific professional development. The findings suggest that successful implementation in vocational workshops requires not only teacher acceptance but also practical training, adequate facilities, and institutional support adapted to the characteristics of hands-on automotive learning. Abstrak Penelitian ini bertujuan mengetahui persepsi guru produktif otomotif terhadap implementasi pendekatan deep learning di SMK Nasional Berbah serta mengidentifikasi faktor internal dan eksternal yang berkaitan dengan persepsi tersebut. Penelitian menggunakan desain kuantitatif deskriptif dan dilaksanakan pada September–November 2025. Sebanyak 12 guru produktif pada program keahlian Teknik Kendaraan Ringan dan Teknik Bisnis Sepeda Motor dipilih secara purposive. Data dikumpulkan menggunakan kuesioner 21 butir dengan skala Likert empat tingkat. Instrumen mencakup faktor internal berupa perhatian, minat, dan pengalaman serta faktor eksternal berupa pengetahuan, model pembelajaran, sarana dan prasarana, dan dukungan lingkungan sekolah. Instrumen telah melalui validasi konstruk melalui expert judgment dan uji empiris, sedangkan pengujian reliabilitas menghasilkan koefisien Cronbach’s Alpha sebesar 0,946. Data dianalisis menggunakan statistik deskriptif berupa persentase, rerata, dan simpangan baku, kemudian diinterpretasikan berdasarkan kategori yang telah ditetapkan. Hasil penelitian menunjukkan bahwa persepsi guru terhadap implementasi deep learning cenderung positif, dengan 83% responden berada pada kategori baik. Guru menilai pendekatan ini relevan untuk memperkuat pemahaman, keterlibatan belajar, dan kemampuan berpikir kritis peserta didik. Meskipun demikian, implementasi masih menghadapi keterbatasan waktu pembelajaran, beban administrasi, kesiapan sarana-prasarana, dan kebutuhan peningkatan kompetensi guru. Temuan menunjukkan bahwa penerapan deep learning pada pembelajaran otomotif memerlukan dukungan pelatihan yang kontekstual, fasilitas praktik yang memadai, dan dukungan kelembagaan yang sesuai dengan karakter pembelajaran bengkel.
Kelayakan Sarana dan Prasarana Bengkel Otomotif untuk Pelatihan Mobil Bensin pada Balai Latihan Kerja di Kabupaten Sleman: Indonesia, Inggris Naufal Julian; Gunadi Gunadi
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3227

Abstract

Abstract This study evaluates the feasibility of facilities and infrastructure used for gasoline-car training in the Light Vehicle Engineering automotive workshop at a vocational training center in Sleman Regency. Adescriptive quantitative design was applied using observation and documentation as data-collection techniques. The observation instrument was developed with reference to Regulation of the Minister of Manpower of the Republic of Indonesia Number 8 of 2017 concerning Standards for Manpower Training Centers and was reviewed through expert judgment. Data were analyzed using percentage-based descriptive statistics by comparing the number of items that met the standard with the total number of observed items. The results show that the workshop infrastructure achieved an overall fulfillment level of 67% and was categorized as feasible. The Light Vehicle Engineering workshop building reached 100% fulfillment, while several elements of office buildings, supporting rooms, circulation areas, and dormitory facilities did not yet meet the required standards. In contrast, training equipment achieved only 44% fulfillment and was categorized as less feasible. The detailed fulfillment rates were 50% for main machinery and equipment, 39% for hand tools and power tools, 22% for occupational safety and health equipment, and 60% for supporting equipment. The lowest achievement was therefore found in safety equipment. These findings indicate that infrastructure is generally adequate, but practical training equipment requires prioritized improvement. Procurement planning should focus on essential tools, safety equipment, and maintenance so that workshop learning can better support competency achievement and safe training activities. Abstrak Penelitian ini bertujuan mengevaluasi kelayakan sarana dan prasarana yang digunakan untuk pelatihan mobil bensin pada Bengkel Otomotif Teknik Kendaraan Ringan pada Balai Latihan Kerja di Kabupaten Sleman. Penelitian menggunakan desain kuantitatif deskriptif dengan teknik pengumpulan data berupa observasi dan dokumentasi. Instrumen observasi disusun dengan mengacu pada Peraturan Menteri Ketenagakerjaan Republik Indonesia Nomor 8 Tahun 2017 tentang Standar Balai Latihan Kerja dan ditelaah melalui expert judgment. Data dianalisis menggunakan statistik deskriptif berbasis persentase dengan membandingkan jumlah item yang memenuhi standar terhadap jumlah keseluruhan item yang diamati. Hasil penelitian menunjukkan bahwa prasarana bengkel mencapai tingkat keterpenuhan keseluruhan sebesar 67% dan berada pada kategori layak. Bangunan workshop Teknik Kendaraan Ringan mencapai keterpenuhan 100%, sedangkan beberapa unsur gedung kantor, ruang penunjang, ruang sirkulasi, dan fasilitas asrama belum memenuhi standar. Sebaliknya, sarana pelatihan hanya mencapai keterpenuhan 44% dan berada pada kategori kurang layak. Secara rinci, keterpenuhan mesin/peralatan utama sebesar 50%, hand tools dan power tools 39%, peralatan keselamatan dan kesehatan kerja 22%, dan perlengkapan pendukung 60%. Capaian terendah terdapat pada peralatan K3. Temuan menunjukkan bahwa prasarana secara umum telah memadai, tetapi sarana praktik masih memerlukan peningkatan yang diprioritaskan. Perencanaan pengadaan sebaiknya difokuskan pada peralatan inti, peralatan keselamatan, serta pemeliharaan agar pembelajaran praktik dapat mendukung pencapaian kompetensi dan berlangsung secara aman.
Hubungan Pengetahuan, Sikap, Persepsi, Teman Sebaya, Dan Pelatihan Dengan Perilaku Safety Riding Mahasiswa Pendidikan Teknik Otomotif pada Salah Satu Perguruan Tinggi di Yogyakarta: Indonesia, Inggris Alfeus Ferdhinasa; Bambang Sulistyo
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3229

Abstract

Abstract This study investigates the relationships between knowledge, attitude, perception, peer influence, participation in safety-riding training, and safety-riding behavior among students of an Automotive Engineering Education department at a university in Yogyakarta, cohort 2025. A quantitative correlational approach with a cross-sectional design was used. The entire population of 98 students was included through saturated sampling. Data were collected using closed-ended questionnaires that had been tested for validity and reliability. Univariate analysis was used to describe each variable, while bivariate relationships were examined using the Chi-Square test and Fisher’s Exact Test at a significance level of 0.05. The results showed significant relationships between knowledge and safety-riding behavior （p = 0.025）， attitude and safety-riding behavior （p = 0.030）， peer influence and safety-riding behavior （p = 0.021）， and participation in safety-riding training and safety-riding behavior (Fisher’s Exact p = 0.031）。 Perception was not significantly related to safety-riding behavior （p = 0.071）。 Descriptively,55.1%of respondents were categorized as having unsafe riding behavior, although 93.9% had previously participated in safety-riding training. These findings indicate that participation in training alone does not necessarily ensure consistent safe-riding behavior. Strengthening road-safety education should therefore combine knowledge development, attitude formation, supportive peer norms, and better-designed training programs. The findings are limited to one student cohort and rely on self-reported behavior, so broader studies using observational measures are recommended. Abstrak Penelitian ini bertujuan menganalisis hubungan pengetahuan, sikap, persepsi, peran teman sebaya, keikutsertaan pelatihan safety riding, dan perilaku safety riding pada mahasiswa Departemen Pendidikan Teknik Otomotif pada salah satu perguruan tinggi di Yogyakarta angkatan 2025. Penelitian menggunakan pendekatan kuantitatif korelasional dengan desain potong lintang. Seluruh populasi sebanyak 98 mahasiswa dijadikan sampel melalui teknik sampling jenuh. Data dikumpulkan menggunakan kuesioner tertutup yang telah melalui uji validitas dan reliabilitas. Analisis univariat digunakan untuk menggambarkan setiap variabel, sedangkan hubungan antarvariabel dianalisis menggunakan uji Chi-Square dan Fisher’s Exact Test pada taraf signifikansi 0,05. Hasil penelitian menunjukkan hubungan yang signifikan antara pengetahuan dan perilaku safety riding （p = 0,025）， sikap dan perilaku safety riding （p = 0,030）， peran teman sebaya dan perilaku safety riding （p = 0,021）， serta keikutsertaan pelatihan dan perilaku safety riding (Fisher’s Exact p = 0,031）。 Persepsi tidak memiliki hubungan yang signifikan dengan perilaku safety riding （p = 0,071）。 Secara deskriptif,55,1% responden berada pada kategori perilaku tidak aman, meskipun 93,9% pernah mengikuti pelatihan safety riding. Temuan ini menunjukkan bahwa keikutsertaan pelatihan saja belum menjamin penerapan perilaku berkendara aman secara konsisten. Program keselamatan berkendara di perguruan tinggi perlu memadukan penguatan pengetahuan, pembentukan sikap, dukungan norma teman sebaya, dan peningkatan mutu pelatihan. Hasil penelitian terbatas pada satu angkatan dan menggunakan data perilaku berbasis laporan diri, sehingga penelitian lanjutan dengan cakupan sampel lebih luas dan observasi perilaku disarankan.
Pengembangan Jobsheet Materi Advanced Electro Pneumatic Untuk Mahasiswa Pendidikan Teknik Otomotif: Indonesia, Inggris Wahyu Aditya; Suhartanta Suhartanta
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3465

Abstract

Abstract This study develops an Advanced Electro-Pneumatic jobsheet and evaluates its feasibility and practicality as a learning medium for practical courses in the Department of Automotive Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta. The study employed Research and Development using the Four-D model consisting of Define, Design, Develop, and Disseminate stages. The Define stage identified learning needs and gaps between the available Advanced Electro-Pneumatic Training System and the existing conventional pneumatic jobsheet. The Design stage produced a structured jobsheet containing competencies, learning objectives, brief theory, tools and materials, occupational safety procedures, circuit illustrations, work steps, observation sheets, and evaluation tasks. During the Develop stage, the product was assessed by subject-matter and media experts and revised based on their feedback. Practicality was then evaluated by 67 students from the 2023 cohort who had completed the relevant practicum. Data were collected using four-point Likert questionnaires and analyzed descriptively. The subject-matter expert assessment produced a feasibility score of 96.09%, while the media expert assessment produced 86.13%; both were categorized as very feasible. Student responses reached 84.59% and were categorized as very practical. These results indicate that the jobsheet is suitable for supporting systematic practical learning and can reduce students’ dependence on verbal instructions during laboratory activities. The product may be used as a practical learning guide, while further research should examine its effectiveness on learning outcomes through a broader implementation design. Abstrak Penelitian ini bertujuan mengembangkan Jobsheet Advanced Electro-Pneumatic serta mengetahui tingkat kelayakan dan kepraktisannya sebagai media pembelajaran praktik di Departemen Pendidikan Teknik Otomotif, Fakultas Teknik, Universitas Negeri Yogyakarta. Penelitian menggunakan metode Research and Development dengan model Four-D yang terdiri atas tahap Define, Design, Develop, dan Disseminate. Tahap Define dilakukan untuk mengidentifikasi kebutuhan pembelajaran dan kesenjangan antara Advanced Electro-Pneumatic Training System yang tersedia dengan jobsheet pneumatik konvensional yang masih digunakan. Tahap Design menghasilkan jobsheet terstruktur yang memuat kompetensi, tujuan pembelajaran, teori singkat, alat dan bahan, prosedur keselamatan kerja, ilustrasi rangkaian, langkah kerja, lembar pengamatan, dan evaluasi. Pada tahap Develop, produk dinilai oleh ahli materi dan ahli media serta direvisi berdasarkan masukan validator. Kepraktisan kemudian diuji kepada 67 mahasiswa angkatan 2023 yang telah mengikuti praktikum terkait. Data dikumpulkan menggunakan angket skala Likert empat tingkat dan dianalisis secara deskriptif. Hasil penilaian ahli materi menunjukkan tingkat kelayakan 96,09%, sedangkan ahli media memberikan nilai 86,13%; keduanya termasuk kategori sangat layak. Respons mahasiswa mencapai 84,59% dan termasuk kategori sangat praktis. Hasil tersebut menunjukkan bahwa jobsheet layak digunakan untuk mendukung pembelajaran praktik yang lebih sistematis dan membantu mengurangi ketergantungan mahasiswa pada penjelasan verbal dosen selama kegiatan laboratorium. Produk dapat dimanfaatkan sebagai panduan praktikum, sedangkan penelitian selanjutnya perlu menguji efektivitasnya terhadap hasil belajar melalui implementasi dengan cakupan yang lebih luas.
Kontribusi Faktor Psikologis, Sosial, Dan Ekonomi Terhadap Minat Menjadi Guru Pada Mahasiswa DPTO FT UNY: Indonesia, Inggris Mirza Igo Ramadhan; Ayu Sandra Dewi
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3475

Abstract

Abstract This study examines the contribution of psychological, social, and economic factors to students’ interest in becoming teachers in the Department of Automotive Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta. The study was motivated by preliminary findings showing that only 18.8% of surveyed students were certain about choosing teaching as a career, while 50.0% remained uncertain. A quantitative ex post facto survey design was used. Data were obtained from 137 active students selected through purposive sampling using a four-point Likert questionnaire that had passed validity and reliability testing. Multiple linear regression was applied after testing the relevant assumptions. The results show that psychological factors (B = 0.396; β = 0.357; p < 0.001）， social factors (B = 0.416; β = 0.311; p < 0.001）， and economic factors (B = 0.283; β = 0.222; p = 0.003） were each positively associated with interest in becoming a teacher. Simultaneously, the three predictors explained 54.1% of the variance in teaching-career interest (R² = 0.541; F = 52.220; p < 0.001）。 Psychological factors had the largest standardized coefficient, followed by social and economic factors. The regression equation was Ŷ = 6.448 + 0.396X₁ + 0.416X₂ + 0.283X₃。 These findings indicate that strengthening teaching self-efficacy, intrinsic motivation, supportive social environments, positive teaching experiences, and realistic information about teacher career prospects may contribute to stronger interest in the teaching profession among automotive education students. Abstrak Penelitian ini bertujuan menganalisis kontribusi faktor psikologis, sosial, dan ekonomi terhadap minat menjadi guru pada mahasiswa Departemen Pendidikan Teknik Otomotif, Fakultas Teknik, Universitas Negeri Yogyakarta. Penelitian dilatarbelakangi hasil studi pendahuluan yang menunjukkan hanya 18,8% mahasiswa menyatakan mantap memilih profesi guru, sedangkan 50,0% masih berada pada posisi ragu-ragu. Penelitian menggunakan desain kuantitatif ex post facto dengan metode survei. Data diperoleh dari 137 mahasiswa aktif yang dipilih melalui purposive sampling menggunakan kuesioner skala Likert empat tingkat yang telah melalui uji validitas dan reliabilitas. Analisis dilakukan dengan regresi linear berganda setelah pengujian asumsi yang relevan. Hasil menunjukkan bahwa faktor psikologis (B = 0,396; β = 0,357; p < 0,001）， faktor sosial (B = 0,416; β = 0,311; p < 0,001）， dan faktor ekonomi (B = 0,283; β = 0,222; p = 0,003） masing-masing berhubungan positif dengan minat menjadi guru. Secara simultan, ketiga prediktor menjelaskan 54,1% variasi minat menjadi guru (R² = 0,541; F = 52,220; p < 0,001）。 Faktor psikologis memiliki koefisien terstandar terbesar, diikuti faktor sosial dan ekonomi. Persamaan regresi yang diperoleh adalah Ŷ = 6,448 + 0,396X₁ + 0,416X₂ + 0,283X₃。 Temuan menunjukkan bahwa penguatan efikasi diri keguruan, motivasi intrinsik, dukungan sosial, pengalaman kependidikan yang positif, serta informasi yang realistis mengenai prospek karier guru berpotensi memperkuat minat mahasiswa pendidikan otomotif untuk memilih profesi guru.
Implementasi Direct Instruction Dengan Strategi Peer Tutoring Untuk Meningkatkan Hasil Belajar Kelistrikan Otomotif Kelas X TKRO SMK Negeri 2 Depok Sleman: Indonesia, Inggris M. Yusuf Nurhidayat Septiana; Muhkamad Wakid
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3560

Abstract

Abstract This classroom action research describes the implementation of Direct Instruction combined with Peer Tutoring and drilling and examines its contribution to automotive electrical learning outcomes in class X TKRO B at SMK Negeri 2 Depok Sleman. The study used the Kemmis and McTaggart action-research model and was conducted in three cycles during the second semester of the 2025/2026 academic year with 36 students. Each cycle consisted of planning, action, observation, and reflection. Data were collected through cognitive tests, performance assessments, observation sheets, and documentation. The instruments were reviewed through expert judgment, and data were analyzed descriptively by comparing achievement across cycles with the minimum success criterion of 75% and a Learning Objective Achievement Criterion of 78. The average cognitive score reached 85.4 in Cycle I,86.4in Cycle II, and 86.5 in Cycle III. Cognitive classical mastery was 86.11%,94.40%, and 91.67%, respectively. Psychomotor mastery was 91.7% in Cycle I,91.7%in Cycle II, and 83.3% in Cycle III, remaining above the success criterion despite a decline in the final cycle as task complexity increased. Teacher-action implementation improved from 83.75% to 92.50%, while student activity reached 90.00% in Cycle III. The findings indicate that the combined approach helped maintain high achievement while improving instructional implementation. Because each cycle assessed different material, the scores should not be interpreted as a linear gain on a single identical competency. The study is limited to one class and one subject area. Abstrak Penelitian tindakan kelas ini bertujuan mendeskripsikan implementasi Direct Instruction yang dipadukan dengan Peer Tutoring dan latihan drilling terstruktur serta mengkaji kontribusinya terhadap hasil belajar kelistrikan otomotif peserta didik kelas X TKRO B SMK Negeri 2 Depok Sleman. Penelitian menggunakan model tindakan kelas Kemmis dan McTaggart dalam tiga siklus pada semester genap tahun ajaran 2025/2026 dengan 36 peserta didik. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes kognitif, penilaian unjuk kerja, lembar observasi, dan dokumentasi. Instrumen ditelaah melalui expert judgment, sedangkan data dianalisis secara deskriptif dengan membandingkan capaian antar siklus terhadap indikator keberhasilan minimal 75% dan KKTP sebesar 78. Rerata nilai kognitif mencapai 85,4 pada Siklus I,86,4 pada Siklus II, dan 86,5 pada Siklus III. Ketuntasan klasikal kognitif berturut-turut sebesar 86,11%,94,40%, dan 91,67%. Ketuntasan psikomotorik sebesar 91,7% pada Siklus I,91,7% pada Siklus II, dan 83,3% pada Siklus III, sehingga tetap berada di atas indikator keberhasilan meskipun menurun pada siklus terakhir seiring meningkatnya kompleksitas tugas. Keterlaksanaan tindakan guru meningkat dari 83,75% menjadi 92,50%, sedangkan aktivitas peserta didik mencapai 90,00% pada Siklus III. Temuan menunjukkan bahwa kombinasi strategi tersebut membantu mempertahankan capaian belajar yang tinggi sekaligus memperbaiki keterlaksanaan pembelajaran. Karena setiap siklus mengukur materi yang berbeda, capaian antar siklus tidak dimaknai sebagai peningkatan linear pada satu kompetensi yang identik.
Analisis Potensi Bahaya Dan Risiko Di Bengkel Otomotif Prodi Sarjana Terapan Mesin Otomotif Fakultas Vokasi Universitas Negeri Yogyakarta Menggunakan Metode HIRA (Hazard Identification And Risk Assessment): Indonesia, Inggris Muhammad Tri Kurniawan; Yoga Guntur Sampurno
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3635

Abstract

Abstract This study identifies hazards, assesses risk levels, and formulates risk-control recommendations for the automotive workshop of the Applied Bachelor Program in Automotive Engineering, Faculty of Vocational Studies, Universitas Negeri Yogyakarta. A descriptive design using the Hazard Identification and Risk Assessment （HIRA） approach was employed. Primary data were collected from 104 students who used the workshop through observation and questionnaires, while practicum job sheets were used as secondary data to identify work activities and potential hazards. Risk level was determined from likelihood and severity using a risk matrix referring to AS/NZS 4360 and the University of New South Wales risk-management guidance. The study identified 45 hazards consisting of 4 physical,22 mechanical, 6 chemical, 6 electrical, 2 ergonomic, 3 biological, and 2 psychological hazards. The risk assessment classified 24 hazards as low risk, 20 as medium risk, and 1 as high risk. The high-risk item was associated with electric shock from the electrical network, while mechanical hazards were the most frequently identified category. Risk-control recommendations were formulated according to the Hierarchy of Controls and included improving workshop conditions, periodic inspection of electrical installations and equipment, development and enforcement of standard operating procedures, installation of safety signs, supervision of personal protective equipment use, and occupational safety and health training. The results provide a structured basis for prioritizing corrective actions in the workshop. Further implementation should verify whether the recommended controls reduce residual risk through periodic reassessment. Abstrak Penelitian ini bertujuan mengidentifikasi potensi bahaya, menilai tingkat risiko, dan menyusun rekomendasi pengendalian risiko pada Bengkel Otomotif Program Studi Sarjana Terapan Mesin Otomotif, Fakultas Vokasi, Universitas Negeri Yogyakarta. Penelitian menggunakan desain deskriptif dengan pendekatan Hazard Identification and Risk Assessment (HIRA). Data primer dikumpulkan melalui observasi dan kuesioner kepada 104 mahasiswa pengguna bengkel, sedangkan jobsheet praktikum digunakan sebagai data sekunder untuk mengidentifikasi aktivitas kerja dan potensi bahaya. Tingkat risiko ditentukan berdasarkan nilai likelihood dan severity melalui matriks risiko yang mengacu pada AS/NZS 4360 dan pedoman manajemen risiko University of New South Wales. Hasil penelitian mengidentifikasi 45 potensi bahaya yang terdiri atas 4 bahaya fisis, 22 mekanik, 6 kimia, 6 listrik, 2 ergonomi, 3 biologis, dan 2 psikologis. Penilaian risiko mengelompokkan 24 potensi bahaya dalam kategori rendah, 20 kategori sedang, dan 1 kategori tinggi. Risiko tinggi berkaitan dengan potensi tersengat listrik dari jaringan listrik, sedangkan bahaya mekanik merupakan kategori yang paling banyak teridentifikasi. Rekomendasi pengendalian disusun berdasarkan Hierarchy of Controls, meliputi perbaikan kondisi bengkel, pemeriksaan berkala instalasi listrik dan peralatan, penyusunan dan penerapan SOP, pemasangan rambu keselamatan, pengawasan penggunaan APD, serta pelatihan K3. Temuan memberikan dasar terstruktur untuk menentukan prioritas tindakan perbaikan di bengkel. Implementasi berikutnya perlu mengevaluasi efektivitas pengendalian melalui penilaian risiko residual secara berkala.
Kesiapan Memasuki Dunia Industri Siswa Kelas XII TKR Di SMK Nasional Berbah: Indonesia, Inggris Yehezkiel Putro Widyatmoko; Beni Setya Nugraha
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3638

Abstract

Abstract This study examines the partial and simultaneous contributions of soft skills, vocational learning achievement, and industrial work practice to the work readiness of twelfth-grade Light Vehicle Engineering students at SMK Nasional Berbah. A quantitative ex post facto design was used with saturated sampling, involving all 39 students in the population. Soft skills, industrial work practice, and work readiness were measured using four-point Likert questionnaires, while vocational learning achievement was obtained from report-card documentation. The instruments were reviewed for content validity and tested empirically for validity and reliability. Data were analyzed using descriptive statistics, assumption testing, simple regression, and multiple linear regression. The results show that soft skills had a significant positive relationship with work readiness and explained 50.7% of its variance (R² = 0.507; p < 0.001). Industrial work practice also showed a significant positive relationship and explained 61.2% of the variance (R² = 0.612; p < 0.001). Vocational learning achievement was not significantly related to work readiness (R² ≈ 0.000; p = 0.912), a result consistent with the very limited score variation and ceiling effect in the report-card data. Simultaneously, the three predictors explained 72.8% of work-readiness variance (R² = 0.728; F(3,35) = 31.214; p < 0.001). These findings indicate that strengthening soft skills and improving the quality of industrial work practice may be more informative for work-readiness development than relying on relatively homogeneous academic scores alone. Abstrak Penelitian ini bertujuan menganalisis kontribusi parsial dan simultan soft skill, prestasi belajar kejuruan, dan praktik kerja industri terhadap kesiapan kerja peserta didik kelas XII Teknik Kendaraan Ringan di SMK Nasional Berbah. Penelitian menggunakan desain kuantitatif ex post facto dengan teknik sampling jenuh yang melibatkan seluruh 39 peserta didik dalam populasi. Soft skill, praktik kerja industri, dan kesiapan kerja diukur menggunakan kuesioner skala Likert empat tingkat, sedangkan prestasi belajar kejuruan diperoleh dari dokumentasi nilai rapor. Instrumen ditelaah melalui validitas isi dan diuji secara empiris untuk mengetahui validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif, uji prasyarat, regresi sederhana, dan regresi linear berganda. Hasil menunjukkan bahwa soft skill berhubungan positif dan signifikan dengan kesiapan kerja serta menjelaskan 50,7% variasinya (R² = 0,507; p < 0,001). Praktik kerja industri juga berhubungan positif dan signifikan serta menjelaskan 61,2% variasi kesiapan kerja (R² = 0,612; p < 0,001). Prestasi belajar kejuruan tidak menunjukkan hubungan signifikan dengan kesiapan kerja (R² ≈ 0,000; p = 0,912), yang konsisten dengan variasi nilai rapor yang sangat terbatas dan adanya ceiling effect. Secara simultan, ketiga prediktor menjelaskan 72,8% variasi kesiapan kerja (R² = 0,728; F(3,35) = 31,214; p < 0,001). Temuan menunjukkan bahwa penguatan soft skill dan peningkatan mutu pengalaman praktik kerja industri lebih informatif untuk pengembangan kesiapan kerja dibandingkan hanya mengandalkan nilai akademik yang relatif homogen.
Analisis Pengelolaan Sarana Dan Prasarana Bengkel Praktik Teknik Kendaraan Ringan pada SMK X di Berbah, Kabupaten Sleman: Indonesia, Inggris Muhammad Faiz Najmuddin; Joko Sriyanto
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3660

Abstract

Abstract This study analyzes the management of facilities and infrastructure in the Light Vehicle Engineering practical workshop at SMK X in Berbah, Sleman Regency, focusing on planning, procurement, maintenance, and disposal. A descriptive qualitative approach was employed from January to June 2026, with field data collected between May and June. Five informants were selected purposively: the principal, vice principal for facilities and infrastructure, head of the Light Vehicle Engineering department, a productive-subject teacher, and a workshop technician. Data were collected through semi-structured interviews, observation, and documentation. Analysis involved data reduction, data presentation, and conclusion drawing, while credibility was strengthened through source and technique triangulation. The findings show that planning is conducted through needs identification, submission of requests, management meetings, and priority setting, but written medium-term plans and standardized procurement-priority criteria are not yet available. Procurement uses School Operational Assistance funds and committee funds, although budget limitations mean that practical equipment needs are fulfilled gradually. Maintenance involves the department head, teachers, and technicians, but no comprehensive routine maintenance schedule was found. Disposal begins with condition assessment and administrative proposals; however, supporting records and formal disposal documentation remain incomplete. These management weaknesses are associated with shortages of practical equipment that require students to use tools in turns, reducing individual practice time. The study recommends written medium-term planning, transparent priority criteria, scheduled preventive maintenance, and stronger documentation to improve accountability and support more effective vocational workshop learning. Abstrak Penelitian ini bertujuan menganalisis pengelolaan sarana dan prasarana bengkel praktik Teknik Kendaraan Ringan di SMK X di Berbah, Kabupaten Sleman yang mencakup aspek perencanaan, pengadaan, pemeliharaan, dan penghapusan. Penelitian menggunakan pendekatan kualitatif deskriptif pada Januari–Juni 2026, dengan pengambilan data lapangan pada Mei–Juni. Lima informan dipilih secara purposive, yaitu kepala sekolah, wakil kepala sekolah bidang sarana dan prasarana, kepala jurusan Teknik Kendaraan Ringan, guru produktif, dan teknisi bengkel. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan dokumentasi. Analisis dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperkuat menggunakan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa perencanaan dilaksanakan melalui identifikasi kebutuhan, pengajuan, rapat manajemen, dan penetapan prioritas, tetapi belum tersedia rencana jangka menengah dan kriteria prioritas pengadaan yang baku secara tertulis. Pengadaan bersumber dari dana BOS dan dana komite, namun keterbatasan anggaran menyebabkan pemenuhan alat praktik dilakukan bertahap. Pemeliharaan melibatkan kepala jurusan, guru, dan teknisi, tetapi belum ditemukan jadwal pemeliharaan rutin yang menyeluruh. Penghapusan diawali pemeriksaan kondisi dan pengajuan administratif, sedangkan dokumen pendukung dan berita acara belum terdokumentasi secara lengkap. Kelemahan tersebut berkaitan dengan keterbatasan alat praktik yang mengharuskan peserta didik menggunakan peralatan secara bergiliran dan mengurangi waktu praktik individual. Sekolah disarankan menyusun perencanaan jangka menengah tertulis, kriteria prioritas yang transparan, jadwal pemeliharaan preventif, dan dokumentasi yang lebih tertib.
Pengembangan Modul Interaktif Transmisi Manual Berbasis Augmented Reality Dan Video Untuk Peserta Didik Fase F: Indonesia, Inggris Rizky Setya Nugraha; Ibnu Siswanto
Journal of Automotive Technology and Education Vol. 3 No. 2 (2026): JATE
Publisher : Department of Automotive Engineering Education, Faculty of Engineering, Yogyakarta State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jate.v3i2.3692

Abstract

Abstract This study develops and evaluates an interactive module that integrates Augmented Reality (AR) and instructional video for teaching manual transmission systems to Phase F automotive students. The module was developed using the Four-D model consisting of Define, Design, Develop, and Disseminate stages. Three progressive learning units were designed to cover component recognition, working principles, and inspection and maintenance procedures. Three-dimensional component visualization was provided through Assemblr Edu, while demonstration videos were embedded in a digital flipbook created with Heyzine. Product feasibility was assessed by one media expert and one subject-matter expert using a four-point Likert instrument covering multiple evaluation aspects. A small-scale user response trial involved ten eleventh-grade Light Vehicle Engineering students who had studied the relevant topic. Expert data were analyzed using mean scores, while student responses were converted to percentages. The media expert gave an average score of 3.71 out of 4.00 and the subject-matter expert 3.88, both categorized as very feasible. Student responses reached 84.79% and were categorized as very good, with the AR visualization aspect receiving the highest score. The findings indicate that integrating structured text, interactive three-dimensional visualization, and demonstration video in a single module is feasible and well accepted for learning components that are difficult to observe directly inside a transmission housing. Because the user trial was limited to ten students and did not measure learning effectiveness, broader experimental testing is required before claims about improved learning outcomes can be made. Abstrak Penelitian ini bertujuan mengembangkan dan mengevaluasi modul interaktif yang mengintegrasikan Augmented Reality (AR) dan video instruksional untuk pembelajaran sistem transmisi manual pada peserta didik Fase F bidang otomotif. Modul dikembangkan menggunakan model Four-D yang terdiri atas tahap Define, Design, Develop, dan Disseminate. Tiga unit belajar progresif dirancang untuk membahas pengenalan komponen, prinsip kerja, serta prosedur pemeriksaan dan perawatan. Visualisasi komponen tiga dimensi disajikan melalui Assemblr Edu, sedangkan video demonstrasi disematkan pada flipbook digital yang dibuat menggunakan Heyzine. Kelayakan produk dinilai oleh satu ahli media dan satu ahli materi menggunakan instrumen skala Likert empat tingkat yang mencakup beberapa aspek penilaian. Uji respons pengguna skala kecil melibatkan sepuluh peserta didik kelas XI Teknik Kendaraan Ringan yang telah mempelajari materi terkait. Data penilaian ahli dianalisis menggunakan rerata, sedangkan respons peserta didik dikonversi menjadi persentase. Ahli media memberikan skor rerata 3,71 dari 4,00 dan ahli materi 3,88; keduanya termasuk kategori sangat layak. Respons peserta didik mencapai 84,79% dan termasuk kategori sangat baik, dengan aspek visualisasi AR memperoleh skor tertinggi. Temuan menunjukkan bahwa integrasi teks terstruktur, visualisasi tiga dimensi interaktif, dan video demonstrasi dalam satu modul layak dan diterima dengan baik untuk mempelajari komponen yang sulit diamati secara langsung di dalam housing transmisi. Karena uji pengguna hanya melibatkan sepuluh peserta didik dan belum mengukur efektivitas hasil belajar, diperlukan pengujian eksperimen dengan cakupan yang lebih luas.

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