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Journal of Informatics and Vocational Education
Published by Universitas Sebelas Maret
ISSN : -     EISSN : 27467813     DOI : 10.20961/joive
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
The Journal of Informatics and Vocational Education (JOIVE) is committed to advancing the understanding of applied computer science education, with a particular focus on the integration of informatics in vocational training and the development of innovative teaching and learning methodologies. Pertinent but not limited to the teaching and learning of informatics, including curriculum design, instructional methods, and the use of technology to enhance the educational experience.Vocational Education,Innovative Educational Practices, Educational Technology Development, Impact of Informatics on Society , and Case Studies and Best Practices. JOIVE scope cover all aspect of Informatics Theory, Application, and Vocational Education, including(but not limited): Informatics Theory, Information System, Mobile and Wireless Communication Computer Networks. Distributed System, Cloud Computing, IoT Data Mining, Artificial intelligence, Machine Learning, and Education Learning Technology E-Learning Educational Technology Vocational Education Emerging technologies in education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
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Generation of Batik Cual Bangka Belitung Motif Variations Using Stable Diffusion Models Rakha Piadika; Zikri Wahyuzi; Arvi Pramudyantoro
Journal of Informatics and Vocational Education Vol. 9 No. 1 (2026): Journal of Informatics and Vocational Education - March
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i1.3215

Abstract

Batik Cual Bangka Belitung is a visual cultural heritage characterized by repetitive motifs, fine line details, and high ornament complexity, presenting significant challenges for digital exploration without compromising its visual identity. This study aims to generate variations of Batik Cual motifs using a prompt-guided image-to-image (img2img) approach based on the Stable Diffusion model with a single-reference image. Furthermore, the research analyzes the influence of the strength parameter on the delicate balance between structural similarity and generative visual variation. The dataset consists of 13 independently collected Batik Cual motifs, pre-processed through RGB conversion and standardized to a resolution of 512×512 pixels. Controlled experiments were conducted using varied strength values of 0.4, 0.6, and 0.8, while maintaining other parameters constant. Quantitative evaluation utilized the Structural Similarity Index Measure (SSIM) to assess structural integrity and CLIP similarity to measure semantic alignment between the prompt and output image. The results indicate that increasing strength consistently decreases SSIM values, signifying greater structural deviation from the reference image, whereas CLIP similarity remains relatively stable across configurations. Quantitatively, a strength of 0.4 offers the optimal combination of structural similarity and semantic suitability. However, qualitative assessments reveal that for certain motifs, a strength of 0.6 produces a more balanced variation between pattern innovation and motif character preservation. These findings confirm a measurable trade-off between identity preservation and generative exploration, demonstrating the potential of Stable Diffusion as a controlled method for developing Batik Cual digital assets.
Integration of Artificial Intelligence Models into a Flask-Based Web Application for Classification and Generation of Batik Cual Motifs from Bangka Belitung Syifa Nandini Girfita; Muhammad Ressi Rabsanjani; Zikri Wahyuzi; Rike Pradila
Journal of Informatics and Vocational Education Vol. 9 No. 2 (2026): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i2.3225

Abstract

Artificial Intelligence (AI) has been increasingly adopted to support digital preservation and creative exploration of cultural heritage. However, many existing studies primarily focus on model development, while limited attention is given to the practical integration and deployment of AI models in real-world applications. This study presents the integration of AI models into a web-based application using the Flask framework for Batik Cual motif classification and generation. The proposed system enables users to interact with AI functionalities through a browser-based interface, supporting motif classification from uploaded images and motif generation based on textual input and reference images. The integration is implemented using a RESTful backend architecture, where Flask manages request handling, preprocessing, AI inference workflows, postprocessing, and result visualization. Functional testing results indicate that the system operates according to its intended design, providing structured outputs with acceptable response times. The findings demonstrate that Flask is an effective and practical framework for deploying AI-driven web applications, particularly for prototype-scale systems aimed at supporting digital preservation and dissemination of traditional cultural motifs.
Analysis of Social-Emotional Development Through Collaborative Learning of Informatics Subjects for High School Students Nahila Sibta Nadia; Aris Budianto; Basuki Sri Wibowo
Journal of Informatics and Vocational Education Vol. 8 No. 2 (2025): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v8i2.3253

Abstract

This study aims to analyze the implementation of collaborative learning based on crossword puzzles and its relationship to the social-emotional development of class X E5 students. This study uses a qualitative descriptive approach and data collection through observation and documentation during the learning process. This study shows that the implementation of collaborative learning strategies based on crossword puzzles can increase learning interactions actively and optimally. This is seen from the increase in empathy, self-confidence, communication, interactivity, and the ability to work together in groups. This study shows that the integration of collaborative learning with crossword puzzles not only supports the understanding of computer network concepts but also plays a role in the social-emotional development of students. Thus, collaborative learning based on crossword puzzles can be an innovative learning strategy in informatics subjects that is holistically oriented.
Human–GenAI Score Alignment in Rubric-Constrained Essay Assessment: Procedural Convergence Without Pedagogical Equivalence Muhamad Akda Fathul Barri; Rizki Hikmawan
Journal of Informatics and Vocational Education Vol. 9 No. 2 (2026): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i2.3338

Abstract

The increasing availability of Generative Artificial Intelligence (GenAI) systems has raised critical questions regarding their role in educational assessment, particularly in evaluating open-ended student responses that traditionally rely on professional teacher judgment. This study investigates the extent to which GenAI-generated scores align with teacher assessments when both are guided by an explicit and standardized rubric framework. Using a parallel scoring design, written responses from junior secondary school students were independently evaluated by an Informatics teacher and a GenAI system (ChatGPT) based on an identical rubric encompassing progressively increasing cognitive demands from lower-order to higher-order thinking skills. To examine scoring alignment, an Intraclass Correlation Coefficient (ICC) analysis with a two-way mixed-effects model and absolute agreement approach was employed. The results indicate a meaningful level of score alignment between teacher and GenAI assessments, suggesting that GenAI can apply rubric-based evaluative criteria in a procedurally consistent manner. However, qualitative analysis of written feedback reveals substantive differences in pedagogical depth. While GenAI feedback demonstrates high structural consistency and transparent rubric justification, teacher feedback exhibits greater contextual sensitivity, incorporating instructional intent, student misconceptions, and classroom dynamics. These findings suggest that GenAI systems hold potential as assessment support tools capable of enhancing scoring consistency and efficiency in formative assessment contexts. Nevertheless, score alignment should not be interpreted as pedagogical equivalence. The study concludes that GenAI is best positioned as an augmentative decision-support system operating under teacher supervision, rather than as an autonomous assessor. This research contributes empirical evidence to ongoing discussions on Human–AI score alignment and highlights the critical role of rubric design in mediating responsible GenAI integration within educational assessment practices.
Enhancing Students’ Motivation in Algorithm Learning through Web-Based Visual Diagramming Tools: An ARCS Model Analysis Nahila Sibta Nadia; Aris Budianto; Basuki Sri Wibowo
Journal of Informatics and Vocational Education Vol. 8 No. 3 (2025): Journal of Informatics and Vocational Education - November
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v8i3.3345

Abstract

Learning algorithms and flowchart design in secondary informatics education often lack engaging instructional strategies that effectively foster students’ learning motivation. However, limited studies have examined how web-based visual diagramming tools influence students’ motivational dimensions in algorithm learning within the ARCS framework. This study provides empirical evidence on how web-based diagramming tools enhance motivational engagement in algorithm learning. A qualitative descriptive design was employed involving 36 tenth-grade students. The findings reveal that visual interaction through draw.io significantly increased students’ attention and engagement, improved contextual relevance of learning tasks, strengthened learners’ confidence in constructing flowcharts independently, and generated positive learning satisfaction. These findings extend the application of the ARCS model within web-based informatics instruction and highlight the potential of digital visual tools to enhance affective learning outcomes. Integrating digital visual media into informatics instruction can serve as an effective strategy to enhance students’ motivation and engagement in computational learning.
Instructors’ Acceptance of Roblox Studio for Informatics Education: An Extended TAM with Perceived Risk Ayu Permata Sari; Rizki Hikmawan
Journal of Informatics and Vocational Education Vol. 9 No. 2 (2026): Journal of Informatics and Vocational Education - July
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i2.3349

Abstract

The increasing integration of immersive digital platforms in education has created new opportunities for game-based learning; however, tutors’ acceptance of game development platforms remains insufficiently explored in empirical research. This study investigates the factors influencing tutors’ intention to adopt Roblox Studio as a learning platform in informatics education by applying an Extended Technology Acceptance Model (TAM) integrated with perceived risk. Data were collected from 125 informatics tutors in Indonesia using a structured questionnaire and analyzed using Covariance-Based Structural Equation Modeling (CB-SEM) with a Robust Maximum Likelihood estimator. The results indicate that the proposed model explains 84.3% of the variance in behavioral intention to use Roblox Studio. Perceived Ease of Use significantly influences Perceived Usefulness, while Attitude Toward Using emerges as the strongest predictor of tutors’ adoption intention. Interestingly, Perceived Ease of Use and Perceived Usefulness do not significantly affect tutors’ attitudes, suggesting that pedagogical considerations may play a more dominant role than purely technical factors in technology adoption decisions. Furthermore, perceived risk does not significantly reduce adoption intention, indicating that tutors tend to prioritize the pedagogical benefits of immersive platforms over potential technological concerns. This study contributes to the literature by extending the Technology Acceptance Model within the context of game-development platforms and providing empirical insights into tutor perspectives in game-based learning adoption. The findings offer practical implications for educators and institutions seeking to integrate immersive digital platforms into informatics education.
Learning Barriers in Web Programming Subjects Among Vocational Software Engineering Students: A Qualitative Case Study Akbar Wiguna; Rahmania Sri Untari; Fitria Nur Hasanah; Cindy Cahyaning Astuti; Arsyah Agas Awwaby
Journal of Informatics and Vocational Education Vol. 9 No. 1 (2026): Journal of Informatics and Vocational Education - March
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v9i1.3369

Abstract

This study examines the learning difficulties experienced by vocational high school (SMK) students in the Computer and Network Engineering (TKJ) program in learning web programming. A qualitative case study approach was employed, involving semi-structured interviews, observations, and documentation with 21 students from SMK Negeri 2 Buduran. Data were analyzed using thematic analysis supported by descriptive questionnaire results. The findings show that all students perceived web programming as challenging, with 71% rating it as very difficult and 29% as moderately difficult, while none considered it easy. In terms of learning enjoyment, 76% of students reported a neutral level of enjoyment, indicating limited intrinsic motivation. The analysis revealed several dominant learning barriers, including difficulties with programming syntax and logic, challenges in using development tools such as VSCode and terminal environments, limited access to clear learning resources, and insufficient instructional guidance. Emotional factors, such as frustration and stress caused by repeated errors, further hindered the learning process. Students also identified programming, networking (e.g., TCP/IP and server administration), and microcontroller-related subjects as the most difficult areas within the curriculum. These findings indicate that students’ learning difficulties in web programming are not only technical but also instructional and affective in nature. Therefore, this study emphasizes the need for more interactive, supportive, and student-centered learning strategies. The adoption of project-based learning, enhanced digital learning resources, and guided mentorship is recommended to improve students’ competencies, motivation, and confidence in web programming. The results provide valuable insights for educators, curriculum developers, and policymakers in strengthening vocational education to better meet industry demands.
Enhancing Learning Outcomes in Vocational Animation Education: A Quasi-Experimental Study of Kahoot-Assisted Game-Based Learning in Indonesia Aris Budianto; Dinta Sannyaturohmah; Basori Basori
Journal of Informatics and Vocational Education Vol. 8 No. 1 (2025): Journal of Informatics and Vocational Education - March
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v8i1.3457

Abstract

Student disengagement during theory-based instruction in vocational high schools remains a critical pedagogical challenge. Game-based learning (GBL) has emerged as an innovative approach to improve student engagement and achievement, particularly in vocational education. This study aimed to examine the difference in learning outcomes and the effectiveness of the Kahoot-assisted GBL model compared to conventional learning in the 2D Animation subject.  A quasi-experimental pretest-posttest control group design was employed. Sixty-one grade XI Multimedia students at a vocational high school in Surakarta were selected through cluster random sampling (experimental n=30, control n=31). Data were collected via validated achievement tests and analyzed using an independent sample t-test and normalized gain index. Results showed a significant difference in learning outcomes (t=5.548, p=0.000<0.05). The normalized gain score of the experimental class (g=0.52, medium category) was significantly higher than the control class (g=0.20, low category). Kahoot-assisted GBL is more effective than conventional learning in improving student learning outcomes in 2D Animation. These findings offer evidence-based guidance for vocational educators seeking to enhance theory-based learning through gamified digital tools. This study contributes to the limited body of evidence on gamified learning in vocational multimedia education within the developing country context.
An Experimental Study on the Comparison of Learning Outcomes in VLAN Configuration Using Graphical Network Simulator 3 and Cisco Packet Tracer Puspanda Hatta; Ifan Fadhlur Ramadhan; Agus Efendi
Journal of Informatics and Vocational Education Vol. 8 No. 3 (2025): Journal of Informatics and Vocational Education - November
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v8i3.3466

Abstract

Selecting an appropriate network simulator for advanced VLAN instruction in higher education remains an unresolved pedagogical challenge, as empirical comparisons of GNS3 and Cisco Packet Tracer at university level are scarce. This study aimed to examine (1) whether a significant difference in VLAN configuration learning outcomes exists between students using GNS3 and those using Cisco Packet Tracer, and (2) the relative effectiveness of each simulator for students of the Informatics and Computer Engineering Education Program (PTIK) at Universitas Sebelas Maret. A quasi-experimental pre-test–post-test design was employed with two intact classes (N = 30) from the 2023 cohort, randomly assigned to the GNS3 condition (n = 15) and the Cisco Packet Tracer condition (n = 15). Learning outcomes were measured using ten validated essay items (α = 0.673) and analysed via an independent-samples t-test and normalised gain (N-gain) index. Results revealed that GNS3 users outperformed Packet Tracer users on the post-test (mean 79.33 vs. 72.80), with a statistically significant difference (t (28) = 2.224, p = 0.034). N-gain analysis further showed that the GNS3 group achieved moderate learning effectiveness (g = 0.452), compared to the low category recorded for the Cisco Packet Tracer group (g = 0.277). These findings suggest that GNS3’s authentic Cisco IOS emulation fosters deeper cognitive engagement with advanced VLAN tasks—including inter-VLAN routing and native CLI syntax—than the abstracted environment of Packet Tracer. GNS3 is therefore recommended as the primary simulator for advanced networking courses in higher education, while Packet Tracer remains appropriate for introductory-level instruction. Future research should replicate this design with larger, multi-institutional samples to strengthen external validity.
Development of Interactive Learning Media for Vocational High Schools in Basic Computer Network and Telecommunication Engineering Subjects Chandra Hannafi Atsna; Puspanda Hatta; Yusfia Hafid Aristyagama
Journal of Informatics and Vocational Education Vol. 8 No. 1 (2025): Journal of Informatics and Vocational Education - March
Publisher : Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v8i1.3469

Abstract

The development of technology in the Industry 4.0 era has brought significant changes in many aspects of life, including our education. In the formal education system, teachers play a crucial role in creating an engaging and effective learning environment. This research aims to develop an interactive learning media called Comneter (Computer Network Learning) as a learning media to help students with their understanding of basic computer networks and telecommunication in vocational high schools. Comneter was developed using Unity software, a cross-platform game engine that enables us to create apps for both mobile and desktop platforms. The method used for this research is the Research and Development (R&D) method, with ADDIE (Dick et al., 1996) as the model of this development. This model consists of 5 main phases, including analysis, design, development, implementation, and evaluation. The results from this research show that Comneter received a feasibility assessment from a material expert, a media expert, students, and a teacher (as a respondent), with an average score of 3.96, categorizing Comneter as ‘Good’ or feasible. Therefore, it can be concluded that, based on this research, using computers can help enhance students’ comprehension in basic computer network and telecommunications engineering subjects, and has the potential to be used in vocational high schools to create a more effective and engaging learning experience

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