Journal of Electrical Vocational Education (JEVE)
Aims To promote the publication of academically rigorous research that enhances the quality of vocational education in electrical engineering. To bridge the gap between research, instructional media development, and industry needs. To facilitate knowledge exchange among researchers, educators, industry practitioners, and policymakers. Scope JEVE welcomes manuscripts addressing, but not limited to, the following themes: 1) Curriculum, Pedagogy, and Assessment Curriculum development in electrical vocational education (competencies, OBE/CPL, KKNI/Indonesian NQF). Learning models and strategies: project-/problem-/inquiry-based learning, work-based learning, flipped learning, gamification, microlearning. Authentic and performance-based assessments, rubrics, competency certification (SKKNI/industry standards). Information literacy, digital/AI literacy, soft skills (4C), and employability skills in vocational contexts. 2) Media & Educational Technology in Electrical Vocational Education Design, development, and evaluation of instructional media (trainers, modules, simulations, virtual labs). LMS & e-learning (Moodle, mobile learning), learning analytics, and practical performance dashboards. AR/VR/MR for electrical training, occupational safety, and laboratory procedures. Gamification in learning (points, badges, leaderboards, quests, role-play) for programming, automation, and control systems. 3) Electrical Engineering Domains & Applications in TVET Electrical installation, protection, testing, and troubleshooting. Power electronics, motor drives, PLC/SCADA, DCS, educational robotics, basic mechatronics. Instrumentation and control, IoT/IIoT for vocational training, and data/serial communication in practical settings. Renewable energy (PV, wind, energy storage) and energy efficiency in vocational education. 4) Industry Linkages & Policy Industry partnerships, apprenticeships, teaching factories, and industrial certification. Tracer studies, competency mapping, and skill-gap analysis in electrical vocational education. Policy, management, and governance of laboratories and teaching factories. 5) Design & Evaluation of Innovations Design-Based Research (DBR), R&D (Borg & Gall / ADDIE), and validation of instructional media and instruments. Quasi-experiments, comparative studies, and implementation case studies in laboratories / industry. Development of assessment instruments (validity, reliability, factor analysis / IRT) for vocational learning.
Articles
24 Documents
<![CDATA[Implem Model Problem Based Learning Pada Mata Pelajaran Dasar-Dasar Teknik Ketenagalistrikan Kelas X Di SMK Negeri 3 Pariaman ]]>
<![CDATA[Vivi Anggelia]]>;
<![CDATA[Elfizon Elfizon]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i1.20
<![CDATA[Abstract— The learning outcomes of grade X TPTU B students at SMK Negeri 3 Pariaman in the subject of Electrical Engineering Fundamentals show that more than 18 out of a total of 30 students obtained scores below the Minimum Passing Criteria (KKM). One of the factors suspected to be the cause of the low learning outcomes is the teacher-centered learning model, which tends to make students passive in the learning process. Based on this condition, improvement efforts need to be made through the implementation of the Problem-Based Learning (PBL) model to determine its impact on students' cognitive competencies.This study is an experimental research using a one-group pretest-posttest design. The research subjects were 30 students from class X TPTU B at SMK Negeri 3 Pariaman. To determine the effect of the implemented learning model, a pretest was first administered to measure students' initial abilities. Subsequently, after implementing the Problem-Based Learning model, a posttest was conducted to assess improvements in students' learning outcomes. The pretest and posttest data were then analyzed using classical completion tests and N Gain calculations. The results of the study showed that students' scores after the implementation of the Problem-Based Learning model were higher than their scores before the implementation of the Problem-Based Learning model. The results of the classical completion tests and effect size calculations indicated that the implementation of the Problem-Based Learning model could improve students' learning outcomes. ]]>
<![CDATA[Korelasi Aktivitas Siswa dalam Proyek dan Hasil Belajar Psikomotorik pada Instalasi Penerangan Listrik ]]>
<![CDATA[Risan Alfaruky]]>;
<![CDATA[Sukardi]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/a7tb1c07
<![CDATA[This study aims to analyze the correlation between student activities in Project-Based Learning (PjBL) and psychomotor learning outcomes in the Electrical Lighting Installation subject at SMKN 1 Pariaman. The research is motivated by the gap between students' theoretical understanding and practical skills, particularly in wire connection, circuit testing, and the use of measuring instruments. The low psychomotor skills of vocational students contribute to the high unemployment rate among graduates, as indicated by BPS data showing an open unemployment rate of nine point zero one percent. This study employs a quantitative approach with a correlational method, involving twenty-one students from class XI of the Electrical Power Installation Engineering program. Data were collected through questionnaires to measure student project engagement and observation sheets to assess psychomotor performance during practical installation tasks. The data were analyzed using normality, linearity, and Pearson Product Moment correlation tests. The results revealed a significant positive correlation between student involvement in project activities (including planning, component installation, and evaluation) and improved psychomotor skills, particularly in precision, compliance with technical standards, and occupational safety practices. These findings underscore the importance of implementing PjBL in vocational education to enhance students' practical competencies. Therefore, it is recommended that teachers facilitate more structured and industry-relevant project-based learning to better prepare vocational students for careers in the electrical field.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (STAD) Pada Mata Pelajaran Dasar-Dasar Ketenagalistrikan ]]>
<![CDATA[Ica Jelita Putri]]>;
<![CDATA[Sukardi Sukardi]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/vcxzgt18
<![CDATA[This research investigates the efficacy of the Student Teams Achievement Divisions (STAD) cooperative learning approach in enhancing student academic performance in the Basic Electrical Engineering course at SMKN 1 Pariaman. The study was initiated due to observed suboptimal learning achievements, where merely 24% of students met the established Learning Mastery Criteria (KKTP), attributed to insufficient student participation, limited collaborative engagement, and conventional instructional techniques. Utilizing a pre-experimental design with a single-group pretest-posttest framework, the study involved tenth-grade students specializing in Electrical Engineering. Data were gathered via validated and reliable objective assessments (pretest and posttest) and subsequently examined using normalized gain (N-Gain) scores and learning completion rates. Findings indicate that the STAD model markedly enhanced student learning outcomes, registering a high improvement category in cognitive domains, with the majority of learners attaining mastery. The collaborative group dynamics and team-based incentive mechanism effectively fostered active involvement and mutual comprehension of course materials. This study affirms that the STAD model is a viable and innovative pedagogical strategy for technical education in vocational secondary settings, conducive to elevating student accomplishment.]]>
<![CDATA[Efektivitas Metode Drill and Practice pada Pembelajaran Gambar Teknik Listrik ]]>
<![CDATA[Nia Setri Reski]]>;
<![CDATA[Usmeldi Usmeldi]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i1.23
<![CDATA[Penelitian ini bertujuan untuk mengkaji sejauh mana metode Drill and Practice memberikan pengaruh terhadap hasil belajar dan keterampilan siswa dalam mata pelajaran Gambar Teknik Listrik pada kelas X TITL 1 SMK Negeri 1 Batipuh. Masalah utama yang diangkat yaitu rendahnya tingkat pemahaman siswa serta ketidaktuntasan dalam penguasaan gambar simbol kelistrikan dan diagram instalasi secara manual. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental model One Group Pretest-Posttest Design. Instrumen yang digunakan mencakup soal pilihan ganda untuk mengukur aspek kognitif dan lembar observasi keterampilan praktik untuk aspek psikomotorik. Berdasarkan hasil penelitian, ditemukan peningkatan skor rata-rata dari pretest sebesar 57 menjadi 82 pada posttest. Ketuntasan klasikal tercapai lebih dari 85% siswa memperoleh nilai di atas kriteria ketercapaian tujuan pembelajaran. Analisis effect size dikategori besar. Penilaian keterampilan praktik menunjukkan mayoritas siswa berada dalam kategori baik dan sangat baik. Hasil ini membuktikan bahwa metode Drill and Practice efektif memberikan pengaruh terhadap pemahaman konsep dan keterampilan siswa]]>
<![CDATA[Efektivitas Model Project Based Learning pada Mata Pelajaran Instalasi Penerangan Listrik di Sekolah Menengah Kejuruan ]]>
<![CDATA[Fathyyah Maulidea]]>;
<![CDATA[Elfizon Elfizon]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i1.24
<![CDATA[Penelitian ini bertujuan untuk mengkaji efektivitas model Project-Based Learning (PjBL) terhadap hasil belajar peserta didik kelas XI TITL 1 pada mata pelajaran Instalasi Penerangan Listrik di SMK Negeri 5 Padang. Untuk meningkatkan hasil belajar peserta didik, diperlukan model pembelajaran yang selaras dengan tujuan dan karakteristik pembelajaran, karena model pembelajaran memiliki pengaruh yang signifikan terhadap hasil belajar. Metode penelitian yang digunakan adalah eksperimen dengan desain one group design. Subjek penelitian adalah peserta didik kelas XI TITL 1 SMK Negeri 5 Padang pada tahun ajaran 2024/2025. Penelitian ini membandingkan nilai awal yang diberikan oleh guru dengan nilai akhir yang diperoleh setelah penerapan model Project-Based Learning. Instrumen yang digunakan dalam penelitian ini berupa penilaian kinerja praktik untuk mengamati hasil belajar peserta didik. Hasil penelitian menunjukkan adanya peningkatan hasil belajar yang terlihat dari rata-rata nilai peserta didik yang meningkat dari 63,47 menjadi 81,60 dengan effect size sebesar 1,34 yang dikategorikan tinggi. Dengan demikian, model Project-Based Learning terbukti efektif dalam meningkatkan hasil belajar peserta didik pada mata pelajaran Instalasi Penerangan Listrik kelas XI TITL 1 di SMK Negeri 5 Padang. Hal ini terlihat dari peningkatan nilai peserta didik, di mana nilai awal yang berada di bawah Kriteria Pencapaian Tujuan Pembelajaran meningkat menjadi nilai akhir yang telah memenuhi Kriteria Pencapaian Tujuan Pembelajaran]]>
<![CDATA[Efektivitas Model Project Based Learning Pada Mata Pelajaran Instalasi Motor Listrik Kelas XI TITL SMK Negeri 1 Batipuh ]]>
<![CDATA[Dila Dea Roza]]>;
<![CDATA[Usmeldi Usmeldi]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i1.26
<![CDATA[Penelitian ini bertujuan untuk mengetahui efektivitas model Project-Based Learning (PjBL) pada mata pelajaran Instalasi Motor Listrik untuk kelas XI TITL di SMK Negeri 1 Batipuh. Jenis penelitian ini merupakan penelitian kuantitatif dengan pendekatan Quasi Experimental menggunakan desain Pretest-Posttest Nonequivalent Control Group Design. Desain penelitian ini terdiri atas dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol. Penelitian ini dilaksanakan pada kelas XI TITL dengan jumlah responden sebanyak 23 orang peserta didik. Untuk mengukur efektivitas pembelajaran, diberikan pretest sebelum penerapan model Project-Based Learning dan posttest setelah proses pembelajaran instalasi motor listrik selesai dilaksanakan. Hasil posttest kemudian dianalisis menggunakan serangkaian uji, seperti analisis ketuntasan hasil belajar dan effect size. Hasil pengujian menunjukkan bahwa sebanyak 20 peserta didik memperoleh nilai di atas KKTP (tuntas) dengan persentase sebesar 87%, sedangkan 3 peserta didik lainnya memperoleh nilai di bawah KKTP (belum tuntas). Dengan demikian, analisis ketuntasan hasil belajar peserta didik setelah penerapan model Project-Based Learning dinyatakan efektif, dan hasil uji effect size juga menunjukkan bahwa pembelajaran dengan model Project-Based Learning efektif dalam meningkatkan hasil belajar peserta didik. ]]>
<![CDATA[implementasi media pembelajaran berbasis gamifikasi baamboozle terhadap hasil belajar siswa pada mata pelajaran dasar dasar ketenagalistrikan di smk n 3 kota jambi ]]>
<![CDATA[zahara nadianti]]>;
<![CDATA[Doni Tri Putra Yanto]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 2 (2025): November Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i2.29
<![CDATA[Penelitian ini bertujuan untuk menerapkan media pembelajaran berbantuan aplikasi Game Baamboozle pada siswa Teknik Instalasi Tenaga Listrik di SMKN 3 Kota Jambi pada mata pelajaran Dasar-Dasar Ketenagalistrikan guna untuk meningkatkan hasil belajar siswa. Dalam hal ini diperlukan media pembelajaran yang lebih menarik. Penelitian ini menggunakan jenis penelitian eksperimen semu dengan desain pretest-posttest non-equivalent control group design. Penelitian ini menggunakan instrumen penelitian soal pretest dan posttest objektif untuk melihat hasil belajar siswa, dan diuji menggunakan uji validitas, uji reliabilitas, uji daya beda, dan indeks kesukaran soal untuk mengetahui kelayakan instrumen yang digunakan. Hasil penelitian menunjukkan bahwa terdapat peningkatan pemahaman siswa dengan menggunakan media bamboozle lebih baik daripada pembelajaran konvensional. Hasil analisis data menunjukkan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa pada kelas eksperimen dan kelas kontrol. Dengan demikian, penggunaan media Baamboozle terbukti efektif dalam meningkatkan hasil belajar siswa pada mata pelajaran Dasar-Dasar Ketenagalistrikan]]>
<![CDATA[Efektivitas Cooperative Learning Think Pair Share Terhadap Hasil Belajar Instalasi Tenaga Listrik ]]>
<![CDATA[Daffa Alphaeder]]>;
<![CDATA[Hansi Effendi]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 2 (2025): November Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i2.32
<![CDATA[Studi ini bertujuan untuk mengevaluasi efektivitas model pembelajaran kooperatif Think Pair Share (TPS) dalam meningkatkan hasil belajar siswa pada pelajaran Instalasi Tenaga Listrik di SMKN 1 Pariaman. Metode yang diterapkan adalah pre-eksperimen dengan desain One Group Pretest–Posttest yang melibatkan 23 siswa kelas XI TITL. Instrumen penelitian terdiri dari 35 soal pilihan ganda yang disampaikan sebelum dan setelah perlakuan. Instrumen diperiksa untuk validitas, reliabilitas, indeks daya beda, serta tingkat kesulitan. Data dianalisis menggunakan N-Gain, ukuran efek, dan analisis ketuntasan pembelajaran. Hasil penelitian menunjukkan nilai rata-rata pretest adalah 53,50 dan nilai rata-rata posttest yaitu 85,50. Nilai N-Gain mencapai 0,6 (kategori sedang) dan effect size sebesar 2,06 (kategori besar). Selain itu, semua siswa mencapai ketuntasan belajar. Hasil penelitian memberikan hasil bahwa model TPS efektif dalam meningkatkan hasil belajar, serta mengasah keterampilan berpikir kritis, berkomunikasi, dan berkolaborasi siswa. Sehingga model TPS dapat berfungsi sebagai strategi dalam pendidikan vokasi, terutama mata pelajaran praktikum seperti ITL.]]>
<![CDATA[Peningkatan Hasil Belajar Siswa dengan Penerapan Model Pembelajaran Direct Instruction ]]>
<![CDATA[Denisa Safitri]]>;
<![CDATA[Sukardi Sukardi]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 1 (2025): Juni Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i1.37
<![CDATA[Rendahnya hasil belajar siswa pada mata pelajaran Instalasi Motor Listrik di SMK Negeri 1 Rengat Barat menunjukkan perlunya penerapan model pembelajaran yang lebih efektif. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan model pembelajaran Direct Instruction. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain One Group Pretest–Posttest. Subjek penelitian terdiri atas 28 siswa kelas XI Teknik Tenaga Listrik pada tahun ajaran 2024/2025. Pengumpulan data dilakukan melalui instrumen pretest dan posttest, kemudian dianalisis menggunakan uji t, skor N-Gain, dan effect size. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada hasil belajar siswa, dengan nilai rata-rata posttest sebesar 81,29 dibandingkan dengan nilai rata-rata pretest sebesar 53,14. Nilai N-Gain sebesar 0,60 menunjukkan peningkatan pada kategori sedang, sementara tingkat ketuntasan belajar mencapai 96% dengan effect size yang tinggi. Berdasarkan temuan tersebut, model pembelajaran Direct Instruction terbukti efektif dalam meningkatkan hasil belajar siswa serta mendorong keterlibatan aktif mereka dalam proses pembelajaran. Oleh karena itu, model ini dapat dijadikan strategi pembelajaran alternatif yang relevan untuk mata pelajaran kejuruan di sekolah menengah kejuruan]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN INSTALASI MOTOR LISTRIK KELAS XI SMKN 1 BUKITTINGGI ]]>
<![CDATA[Salammun Hata]]>;
<![CDATA[Riki Mukhaiyar]]>
<![CDATA[ Journal of Electrical Vocational Education Vol. 1 No. 2 (2025): November Issue ]]>
Publisher : <![CDATA[Departement of Electrical Engineering Universitas Negeri Padang ]]>
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DOI: 10.24036/jeve.v1i2.43
<![CDATA[This research was conducted to examine how the implementation of the Student Teams Achievement Division (STAD) cooperative learning model influences students’ achievement in the Electric Motor Installation subject for Grade XI of Electrical Power Installation Engineering at State Vocational high school 1 Bukittinggi. The low learning outcomes are caused by differences in students’ understanding abilities—some grasp the material quickly, while others struggle to comprehend the concepts of electric motors and installation practices. To address this issue, the STAD model was applied, emphasizing collaboration in heterogeneous groups to help each other and understand the material thoroughly. This experimental research used a Pre-Experimental Design with a One Group Pretest-Posttest Design. The subjects were 32 Grade XI TITL students at State Vocational high school 1 Bukittinggi in the 2025/2026 academic year. Data were collected through learning outcome tests (pretest and posttest), practical skill assessments, and observation sheets. The data were analyzed using descriptive analysis, normalized gain scores, and classical mastery learning. The results showed an increase in average learning outcomes after implementing the STAD model. Observation results also indicated improved student activity and practical skills, categorized as good to very good. Therefore, the STAD cooperative learning model is effective in improving student learning outcomes in the Electric Motor Installation subject for Grade XI TITL at Vocational high school 1 Bukittinggi]]>
