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Journal of Paddisengeng Technology
Published by PT. Sinergi Bersahaja Sejahtera
ISSN : -     EISSN : 30893046     DOI : https://doi.org/10.65224/jopate
Core Subject :
Journal of Paddisengeng Technology (JOPATE) is a peer-reviewed scientific journal that publishes original research articles and scholarly reviews concerning developments in science, technology, and education. The journal covers educational sciences, educational administration, educational technology, and interdisciplinary applications of technology in teaching, learning, and institutional development. Every manuscript undergoes an initial editorial assessment followed by a peer-review process involving reviewers with expertise relevant to the manuscripts subject.
Arjuna Subject : -
Articles 32 Documents
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Designing Adaptive Learning Experiences for Generation Z in the Gig Economy Fauzi Aldina; Seema Bholah; Lila Ramchurn
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.274

Abstract

Background. The expansion of the gig economy has reshaped conventional career pathways and increased the need for Generation Z to develop adaptive, digital, entrepreneurial, and self-directed career competencies. Traditional career counseling, however, often remains oriented toward occupational information and linear employment pathways. Purpose. This study aimed to design and evaluate an Adaptive Career Learning Experience (ACLE) to strengthen Generation Z’s readiness for flexible, digital, and non-traditional careers.. Method. Educational Design Research was employed through analysis and exploration, design and construction, and evaluation and reflection. Participants included 180 university students for needs analysis, seven experts for validation, 24 students for a small-group trial, and 120 students for field evaluation. ACLE was structured through five stages: Explore, Adapt, Build, Simulate, and Reflect.. Novelty. The study reconceptualizes career preparation as an instructional design framework integrating adaptive learning, authentic career simulation, digital-professional competence, entrepreneurial readiness, and reflective career planning. Results. Expert validation indicated high content validity, with Aiken’s V ranging from 0.86 to 0.94. Students participating in ACLE showed significantly greater improvements than the comparison group in career adaptability, digital career competence, entrepreneurial readiness, career self-efficacy, and gig economy career readiness (p < .001). Conclusion. ACLE offers an effective framework for shifting career preparation beyond conventional counseling toward adaptive, authentic, and experiential learning that better prepares Generation Z for digitally mediated and non-linear career environments
Beyond Classroom Time: Evaluating Mastery Based Learning and Competency Achievement in Secondary Schools Wijaya Wijaya; Noerfannyda Noerfannyda; Kelepi Nalatu
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.276

Abstract

Background. Competency-Based Education (CBE) emphasizes demonstrated mastery rather than learning duration as the basis for student progress. However, the continued dominance of seat-time-oriented practices raises questions about how effectively CBE principles are being implemented in secondary schools.. Purpose. This study aims to examine the relationship between mastery-based learning, classroom learning time orientation, competency achievement, and perceptions of learning effectiveness among secondary school students. Method. A cross-sectional quantitative survey was conducted with 310 high school students in Palembang, Indonesia, selected through random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and regression analysis. Novelty. This study offers a multidimensional assessment of CBE by positioning mastery-based learning and seat-time orientation as contrasting predictors of students’ competency achievement and perceived learning effectiveness. Results. Mastery-based learning was positively associated with perceived learning effectiveness (r = .610, p < .001) and significantly predicted competency achievement (? = .454, p < .001). In contrast, seat-time orientation showed a significant negative association with competency achievement (? = -.157, p = .002). Conclusion. The findings support a shift toward mastery-governed learning in which demonstrated competency becomes the primary basis for academic progression, while instructional time functions as a flexible resource for achieving mastery.

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