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M. Miftach Fakhri
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Journal of Vocational, Informatics and Computer Education
Published by PT. Academic Bright Collaboration
ISSN : 29884918     EISSN : 29886325     DOI : https://doi.org/10.66053/voice
Core Subject : Science, Education,
Computer Science & IT Education
1. Informatics and Computing Research addressing the design, development, implementation, and evaluation of computing technologies relevant to educational, professional, and digital learning environments, including but not limited to: Artificial Intelligence and Machine Learning Deep Learning and Neural Networks Data Science, Big Data, and Data Analytics Software Engineering and Software Development Computer Networks and Internet Technologies Cloud Computing and Distributed Computing Systems Internet of Things (IoT) and Smart Systems Human–Computer Interaction (HCI) and User Experience (UX) Intelligent Systems and Decision Support Systems Natural Language Processing and Computational Applications Cybersecurity and Information Security Emerging Computing Technologies and Digital Systems 2. Information Technology in Education Studies focusing on the design, integration, implementation, and evaluation of digital technologies in teaching and learning environments, including: Computer Science Education and Programming Education Artificial Intelligence in Education (AIED) Educational Data Mining and Learning Analytics Intelligent Tutoring Systems and Adaptive Learning Systems Digital Learning Environments and Online Learning Systems Learning Management Systems (LMS) and E-learning Platforms Immersive Learning Technologies (Virtual Reality, Augmented Reality, Extended Reality) Mobile Learning and Ubiquitous Learning Environments Technology-Enhanced Learning (TEL) and Digital Pedagogy Educational Software and Learning System Development Digital Assessment and Technology-Based Evaluation Systems Computational Thinking, AI Literacy, and Digital Literacy in Education 3. Vocational Technology Education Research examining the integration of computing technologies and digital innovation in vocational, technical, and professional education, including: Curriculum Development in Informatics and Computing Education Competency-Based Training and Digital Skill Development Teaching Factory and Industry 4.0 Learning Environments Smart Learning Environments for Technical and Vocational Education Work-Process Knowledge and Workplace Learning Work-Based Learning and Apprenticeship Systems Industry–Education Collaboration in Computing and Technology Fields Workforce Preparation for Digital and Technology-Driven Industries Digital Literacy and Cybersecurity Education in Vocational Contexts Professional Skills Development for the Digital Economy 4. Innovative Digital Learning and Educational Innovation Research exploring innovative pedagogical approaches, emerging technologies, and new learning ecosystems in digital and technology-enhanced education, including: Innovative Digital Pedagogy and Instructional Design Gamification and Game-Based Learning in Computing and Technology Education Project-Based Learning and Problem-Based Learning Supported by Technology Learning Innovation Using Artificial Intelligence and Intelligent Systems Automation and Smart Learning Technologies in Education Digital Transformation in Education and Training Institutions Emerging Educational Technologies and Future Learning Environments Smart Education Ecosystems and Data-Driven Learning Systems Educational Innovation for Developing Digital Competencies and Future Skills
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 116 Documents
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Structural Similarity Analysis of Business Processes in BAWASLU BPM Using the Jaccard Method Nathania Piri; Irene R H T Tangkawarow; Efraim Ronald S Moningkey
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.880

Abstract

Purpose – Business Process Management is essential for standardizing complex procedures in public institutions such as the General Election Supervisory Agency (Bawaslu). However, existing similarity measures, including Graph Edit Distance and semantic approaches, are computationally demanding or depend on extensive execution logs, while their use for auditing public-sector Standard Operating Procedures remains limited. This study evaluates the structural similarity of Bawaslu’s BPM models to identify procedural overlaps and support operational standardization through an efficient method. Methods – A quantitative approach was applied using the Jaccard similarity coefficient. BPMN models from provincial and regency/city levels were represented as directed graphs. Similarity was calculated from the intersection and union of functional nodes, representing activities, and coordination edges, representing transitions. Findings – Across four JDIH processes, the average total structural similarity reached 71.54%. Core activities were highly consistent, with node similarity above 93%, whereas coordination structures varied more substantially, with edge similarity below 67%. The legal-document upload procedure recorded the highest overall similarity score of 0.8181. Research implications – The method can support preliminary identification of redundant procedures, inconsistent coordination patterns, and SOPs requiring deeper review or harmonization. Originality – This study demonstrates the Jaccard coefficient as a lightweight, scalable tool for preliminary structural comparison of public-sector SOPs without intensive computation or extensive process logs.
Machine Learning-Based Website for Student Psychological Assessment with Support Vector Machine and Rapid Application Development Rachmat Taufik; Rona Nisa Sofia Amriza; Aditya Dwi Putro Wicaksono
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.890

Abstract

Purpose – This study aims to develop a web-based DCM assessment system that helps guidance and counseling teachers process student assessment data systematically and document follow-up needs.Methods – Rapid Application Development was used to create the system. Data were collected from 616 students using a 200-item Problem Checklist across seven domains. DCM scores and predicates were calculated using percentage-threshold rules. SVM was added as a response-pattern classification layer and compared with six other classifiers. The selected SVM model used an RBF kernel, C = 1.0, gamma = scale, one-vs-rest decision function, and probability output.Findings – Support Vector Machine achieved the best aggregate performance, with an accuracy of 0.8871, precision of 0.884993, recall of 0.887097, and F1-score of 0.883355. Usability testing produced a System Usability Scale score of 86.72, while User Acceptance Testing with three guidance and counseling teachers reached a 100% success rate.Research implications – The system combines deterministic DCM scoring and data-driven response-pattern classification to support counselor review of student assessment records and documented follow-up considerations. Because the evaluation used one school, imbalanced labels, and no actual predicate A samples, the model output should be used as a decision-support indicator and not as evidence of improved counseling outcomes, workload reduction, service acceleration, or prioritization accuracy.Originality – This study integrates rule-based DCM scoring, SVM-based response-pattern classification, and a web-based school counseling workflow in the Indonesian secondary school context.
Mapping Workforce Skills for the Green Transition: A Systematic Literature Review and Identification of Skill Gaps Ari Kustiandi Ariffien; Dedi Rohendi; Yusep Sukrawan; M. Miftach Fakhri; M. Rafi Valliansyah
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.895

Abstract

Purpose - This study aims to identify the skills and competencies required by the workforce in the context of the green transition (RQ1), to conceptualize and categorize them within the existing literature (RQ2), and to identify skill gaps along with their implications for workforce development and TVET (RQ3). Method - A Systematic Literature Review (SLR) based on the PRISMA 2020 protocol was conducted through a search of the Scopus database (2023-2026). Staged selection by two independent reviewers produced adequate inter-rater reliability (Cohen's Kappa: k = 0.841 at the title stage; k = 0.722 at the abstract stage). Of 130 identified articles, 39 met the inclusion criteria. Thematic analysis using the framework method was applied with a four-dimension, 14-sub-category codebook. Findings - Coding produced 270 code occurrences across 39 articles (average 6.92 codes per article). Adaptability and Lifelong Learning (TR-02) was the most dominant code (94.9%), surpassing technical renewable energy skills (74.4%). Six gap typologies were identified: quantitative, qualitative, spatial, temporal, institutional, and inclusion. Research Implications - The use of a single database (Scopus) and the restriction to English-language publications should be considered when interpreting the findings. Generalization is limited to the context of the 2023-2026 literature reviewed. Originality - This study proposes a four-dimensional taxonomy (Technical, Transversal, Digital-Green, Managerial) as an empirically operationalized bridging framework that integrates and reorganizes prior green skills frameworks for cross-study comparison, and produces a six-gap typology as a diagnostic tool for TVET policy designers, particularly in developing country contexts.
Development of the “Atomic History” RPG-Based Mobile Learning Game for Learning the Development of Atomic Theory Ratna Sari Siti Aisyah; Bahtiarrohman; Robby Zidny
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.922

Abstract

Purpose – Chemistry is often perceived as a difficult subject because many concepts are abstract, including the development of atomic theory. Students need to visualize atomic models and understand how scientific ideas changed over time. Therefore, this study aimed to develop “Atomic History”, a mobile learning game based on a role-playing game (RPG), as an alternative medium for learning the development of atomic theory.Methods – This study used a research and development design using the ADDIE model. The product was developed using RPG Maker MZ and designed with characters, missions, learning materials, quizzes, and challenges related to atomic theory. The validation involved five chemistry teachers as material and media experts. The validation instrument used a 4-point Likert scale, and the data were analyzed using Aiken’s V at the 5% level of significance. A limited trial was also conducted with 30 tenth-grade students to examine students’ responses to the developed game.Findings – The expert validation results showed Aiken’s V values ranging from 0.92 to 0.96, exceeding the critical value of 0.87. These results indicate that the developed RPG-based mobile learning game was valid in terms of material and media aspects. The limited sample involving 30 tenth-grade students showed a positive response, with an average percentage of 89%, categorized as very good. Research implications – The product can serve as an innovative learning medium to support abstract chemistry learning, although further experimental studies are needed to examine its effectiveness.Originality – This study offers an RPG-based mobile learning game specifically designed for learning the development of atomic theory.
A Web-Based Student Behavior Monitoring System for Character Education Management in Elementary Schools Ridwan Alif Adi Nugraha Nugraha; Dian Hidayati; Muhammad Zuhaery
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.1098

Abstract

Purpose – This study aims to develop a website-based student behavior monitoring information system to support character development management in elementary school, and to evaluate its validity and practicality. It addresses the reliance on manual, paper-based records that limits data integration, timely coaching, and school–parent collaboration.Methods – The study employed a Research and Development (R&D) approach using the ADDIE model at a public elementary school in Pacitan, Indonesia. Qualitative data were collected through interviews with the principal, teachers, an operator, and parents, and were analyzed using open, axial, and thematic coding. The system was validated by a material expert and a media expert using four-point Likert instruments, while its practicality was assessed through implementation interviews.Findings – The analysis revealed five core problems, namely limited manual recording, inefficient reporting, undocumented coaching, the need for website features, and implementation readiness. The developed system integrated five user roles and five modules, namely behavior recording, coaching follow-up, QR-based attendance, character reports, and parent access, aligned with the Eight Dimensions of the Graduate Profile. Material validation reached 90.48% and media validation reached 87.50%, both in the very feasible category, and all six practicality criteria were met.Research implications – The system strengthens the implementing, monitoring, and evaluation functions of character development management, although single-expert validation should be treated as descriptive judgment confirmed through wider user testing.Originality – The originality lies in integrating behavior monitoring, QR-based attendance, character reporting, and parent access within one website-based system aligned with the Eight Dimensions of the Graduate Profile.
Project-based learning for dynamic host configuration protocol server instruction: cognitive outcomes across levels of students’ collaborative skills Miranda Dwi Febrianti Miranda; Mohammad Wildan Habibi Wildan
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.1161

Abstract

Purpose – This study examines the effect of Project-Based Learning (PjBL) on students’ cognitive outcomes in Dynamic Host Configuration Protocol (DHCP) Server instruction and whether the effect differs across levels of students’ collaborative skills. Methods – A quasi-experimental pretest-posttest non-equivalent control group design involved 121 Grade XI students from two vocational high schools in Kediri, Indonesia. Students were assigned to PjBL (n = 61) and conventional instruction (n = 60). The PjBL group completed DHCP Server projects in teams of two to three students, while the conventional group received teacher-centered instruction. The intervention lasted three meetings. Cognitive outcomes were measured through pretest and posttest scores, and collaborative skills were assessed using a questionnaire after the intervention. Data were analyzed using ANCOVA. Findings – The results showed that PjBL produced higher adjusted cognitive outcome scores than conventional instruction (89.938 vs. 82.826; mean difference = 7.112, p < .001). A significant interaction was also found between learning model and collaborative-skill level (F = 6.569, p = .012, ηp² = .054). The adjusted means showed that the difference between PjBL and conventional instruction was larger among students with lower observed collaborative-skill levels than among those with higher levels. Research implications – The findings suggest that PjBL can be considered an instructional approach for DHCP Server learning in vocational education, particularly when learning activities involve authentic technical projects and small-group work. Originality – This study provides empirical evidence on PjBL in DHCP Server instruction and examines cognitive outcomes across observed levels of students’ collaborative skills.

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