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Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian
Published by Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh
ISSN : 27748480     EISSN : 27748472     DOI : https://doi.org/10.56806/jh.v7i3
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Journal Hurriah: Journal of Educational Evaluation and Research, is an interdisciplinary publication of original research and about education issue to provide a forum for scientific understanding of the field of education and play an important role in promoting processes that accumulate knowledge, values, and skills that transmitted from one generation to another generation; and to make evaluation and research methods and content in education available to teachers, administrators and researchers.
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Articles 293 Documents
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Digital Transformation of Assessment in the Evaluation of Vocational Education Competencies: A Literature Review (2021–2026) Muhammad Akbar; Muhammad Giatman; Ambiyar; Fahmi Rizal; Nurhasan Syah
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.453

Abstract

Digital transformation has brought significant changes to competency assessment systems in vocational education. Technological advancements such as e-assessment, learning analytics, Artificial Intelligence (AI), Generative AI, computer-based assessment, and virtual simulation are driving the creation of more effective, adaptive, and data-driven assessment systems. This project will examine the evolution of research on digital transformation in competence assessment in vocational education between 2021-2026. The approach employed is a Literature Review using the PRISMA phases, which comprise identification, screening, eligibility evaluation, and the inclusion of publications. The ScienceDirect database was used for the literature search, which included terms such as digital assessment, competency assessment, and vocational education. The screening method produced 23 papers that matched the inclusion criteria for analysis. The findings show that research trends have evolved from a focus on digital abilities and user perceptions to the use of AI, Generative AI, learning analytics, and intelligent algorithms in competence evaluation. The implementation of digital assessment has proven to enhance efficiency, objectivity, and the accuracy of evaluations, as well as the ability to provide real-time feedback. However, challenges such as educators’ digital competencies, technological infrastructure, and data security remain major concerns. Therefore, strengthening digital competencies, developing infrastructure, and integrating intelligent technologies are crucial strategies for optimizing the implementation of digital assessment in vocational education.
Students’ Perceptions of Chatgpt Use in Vocational and Engineering Education Practicum: A Descriptive Qualitative Study Fitrika Kumala Dewi; Ambiyar Ambiyar; M Giatman; Nurhasan Syah; Fahmi Rizal; Reni kurnia
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 2 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i2.454

Abstract

The study is aimed at exploring students’ perception of using ChatGPT in the Multimedia and Internet practicum in vocational and engineering education context. The subjects of this study were 28 students of the Multimedia and Internet practicum course in Electronic Engineering Education Study Program of Universitas Negeri Padang. Data were collected through written open-ended responses and analyzed using thematic analysis using MAXQDA. The findings indicate that students viewed ChatGPT as a beneficial and practical learning aid that assisted them in searching for information, generating ideas, clarifying concepts, solving problems, and completing projects. However, students also identified a number of limitations i.e., limited responses, premium access, less accurate answers, confusing explanations and potential dependence on ChatGPT. The word-cloud analysis confirmed the thematic findings, showing dominant terms related to usefulness, ease, speed, project work, multimedia production, limitation, cost, and dependence. These results indicate that the potential of using the ChatGPT in project-based multimedia practicum needs to be accompanied by critical verification, lecturer guidance and integration with other learning resources such as modules, tutorials and hands-on practice.
The Global Landscape of Learning Analytics Research in Higher Education: A Bibliometric Analysis Reni Kurnia; Ambiyar Ambiyar; Fahmi Rizal
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.455

Abstract

The growing adoption of digital learning environments has intensified interest in learning analytics as a means of understanding student behavior and improving educational decision-making in higher education. Despite the increasing volume of studies in this field, a clear picture of its global research development remains limited. This study examines the research landscape of learning analytics in higher education through a bibliometric analysis of publications indexed in the Scopus database from 2015 to 2025. Following a multi-stage screening process based on publication year, document type, language, and accessibility, 479 open-access journal articles were selected for analysis. Bibliometric mapping was conducted using Scopus metadata and VOSviewer to identify publication trends, influential contributors, collaboration networks, and thematic patterns. The results indicate a consistent rise in publication output over the past decade, reflecting expanding scholarly attention to data-driven learning practices. Research activity is largely concentrated in several productive countries and leading academic journals, with collaboration networks centered around a few dominant institutions. Keyword analysis reveals a shift from basic descriptive analytics toward predictive modeling, artificial intelligence, student engagement, and ethical issues related to data use. These findings offer a clearer understanding of the field’s intellectual structure and may serve as a reference for future research and policy development in learning analytics.
Program Evaluation Models in Technical and Vocational Education and Training: A Systematic Literature Review of Scopus-Indexed Studies (2019–2026) Muhammad 'Ariqsyah; Ambiyar Ambiyar; Fahmi Rizal
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.456

Abstract

Program evaluation is a strategic instrument for quality assurance, accountability, and continuous improvement in Technical and Vocational Education and Training (TVET). Yet TVET evaluation practices remain fragmented across paradigms, models, indicators, and stakeholder configurations. This systematic literature review synthesizes Scopus-indexed empirical and conceptual studies published from 2019 to 2026 on TVET program evaluation. Following PRISMA 2020, 400 Scopus records retrieved through Publish or Perish were screened; 46 relevant records were identified and 33 core TVET studies were retained for thematic synthesis. Keyword co-occurrence mapping was conducted in VOSviewer at two occurrence thresholds. The findings show that high-visibility TVET literature is dominated by vocational education, systematic reviews, technology-enhanced learning, and employability, while standard program-evaluation models such as CIPP, Kirkpatrick, Stake, and Proves remain under-represented. Most studies emphasize reaction and learning outcomes, whereas behavior-level impact, results-level impact, context evaluation, and utilization of findings remain limited. The review recommends context-sensitive, mixed-method, longitudinal, and stakeholder-inclusive evaluation designs integrated with accreditation and SDG indicators.
The Spatial Void: Indonesia's Political Ecology of Legal Contradictions Created the humanities incident of flash floods in Sumatra’s 2025 Muhammad Ridhwan; Hasanul Bulqiyah; Fangela Myas Sari; Lukiyana Lukiyana
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 2 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i2.457

Abstract

This article examines the regulatory tensions between Law No. 23/2014 on Regional Government, which emphasizes the reconcentration of authority, and Law No. 6/2023 (the Job Creation Law), which mandates the centralization of licensing through a deregulatory framework. The study focuses on Sumatra, a region characterized by high ecological vulnerability and its role as a strategic hub for extractive expansion. Utilizing a juridical-normative methodology complemented by secondary spatial analysis, this study finds that ambiguities in environmental oversight authority have catalyzed a surge in deforestation and recurrent hydrometeorological disasters. The results demonstrate that deregulation, pursued under the guise of streamlining investment, has systematically dismantled the ecological protection functions previously vested in regional authorities. This "institutional displacement" has created a governance vacuum that prioritizes short-term economic output over the bio-geophysical stability of the Sumatran landscape. The findings suggest that without a substantive synchronization of regulations that restores "ecological veto" power to local governments, the island remains at critical risk of systemic ecosystem collapse.
Digital Transformation, Artificial Intelligence, and Career Development in Vocational Technology Education: An Integrative Review Based on Twenty Articles and VOSviewer Mapping Chairul Anshar; M Giatman; Nizwardi Jalinus; Ernawati Ernawati; Fadhilah Fadhilah; Dedy Irfan; Hansi Effendi
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.458

Abstract

Digital Transformation, Artificial Intelligence, and Career Development in Vocational Technology Education: An Integrative Review Based on Twenty Articles and VOSviewer Mapping. This article synthesizes twenty uploaded scholarly documents to examine how digital transformation, artificial intelligence (AI), Industry 4.0/5.0, and learning technologies reshape career development in Vocational Technology Education (VTE) and Technical and Vocational Education and Training (TVET). Using an integrative literature review supported by VOSviewer-based visual interpretation, the study reorganizes findings from diverse contexts into a career-oriented conceptual framework. The analysis identifies career development as the central connecting theme linking AI adoption, digital competence, e-learning, electronic portfolio management, cybersecurity behavior, hard skills, lifelong learning, and industry-responsive curricula. The findings show that technology integration in VTE is not merely a matter of introducing digital tools. It requires a systemic alignment of teacher competence, curriculum relevance, institutional governance, industry collaboration, data-informed learning ecosystems, and sustainable lifelong learning pathways. AI can strengthen personalization, feedback, assessment, and instructional efficiency; however, its educational value depends on pedagogical judgment, ethical data practices, infrastructure, and professional development. This study proposes an integrative TVET 5.0 framework built on five pillars: human-centered AI, teachers’ digital and AI competence, industry-responsive curriculum, secure and inclusive technology governance, and lifelong career development ecosystems. The article contributes a synthesized scholarly argument for designing VTE curricula that improve employability, adaptability, and career resilience in the era of intelligent and sustainable industry.
Traditions That Remain Relevant: Interpreting Religious Moderation for the Millennial Generation in Nagari Pariangan, Tanah Datar Riri Susanti; Amril Huda M; Novi Hendri; Soibatul Aslamiah Nasution; Rifka Haida Rahman
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.459

Abstract

This study was motivated by concerns over the weakening of local cultural identity and the growing challenges of religious moderation in the digital age, which is characterized by the flow of global information and social polarization. Amid these conditions, the village of Pariangan has demonstrated its ability to maintain social harmony through the integration of traditional and religious values. This study aims to analyze the relevance of Minangkabau traditions in fostering religious moderation among the millennial generation and to identify the social mechanisms that support its sustainability. The study employs a qualitative approach using a case study design. Data were collected through in-depth interviews, participatory observation, and documentation involving Ninik Mamak, religious leaders, officials of the Kerapatan Adat Nagari (KAN), and millennials. Data analysis was conducted through data reduction, data presentation, and thematic conclusion-drawing. The results indicate that adat is understood as an adaptive ethical framework and serves as social capital in confronting modernity. The value of religious moderation is internalized through the philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK), the practice of deliberation, and the cultural mechanism of tabayyun. This study concludes that adat functions as an effective instrument in strengthening identity, social cohesion, and the sustainability of religious moderation in the digital age.
Implementation of the Deep Learning Approach in Civic Education to Enhance Students Democratic Literacy and Critical Thinking Attitudes Iqbal Iqbal; Syafriadi Syafriadi; Ery Wati
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 2 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i2.462

Abstract

This study aims to analyze the implementation of the Deep Learning approach in Pancasila and Civic Education and to examine its effect on improving students’ democratic literacy and critical attitudes at SMP Negeri 1 Simpang Tiga. The research employed a quantitative approach with a One Group Pretest-Posttest Design, involving 30 Grade VIII students selected through purposive sampling technique. Data were collected using democratic literacy tests, critical attitude questionnaires, and observation sheets, then analyzed through descriptive quantitative methods, while the level of improvement was calculated using the N-Gain formula. The results indicate a significant increase, where the average score of students’ democratic literacy rose from 68.4 to 84.2, and the average score of critical attitudes increased from 65.7 to 82.6. This improvement occurred across all measured indicators, accompanied by greater student involvement and activeness during the learning process. Based on these findings, it can be concluded that the Deep Learning approach is proven effective in enhancing students’ democratic literacy and critical attitudes. This approach creates a meaningful, contextual, and student-centered learning process, making it highly relevant to support the implementation of the Independent Curriculum and the strengthening of the Pancasila Student Profile.
Education for Sustainable Development Integration in Technical and Vocational Education and Training: A Systematic Literature Review Vera Irma Delianti; Winda Agustiarmi; Nizwardi Jalinus; Rijal Abdullah; Ridwan Ridwan
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.463

Abstract

The integration of Education for Sustainable Development (ESD) into Technical and Vocational Education and Training (TVET) is a key strategy for supporting the achievement of the Sustainable Development Goals (SDGs) by developing graduates who possess both technical competencies and sustainability competencies. This study aims to analyze the state of the research, key themes, and implementation strategies for ESD in TVET. The study employed a Systematic Literature Review (SLR) method in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A literature search was conducted in the Scopus database using keywords related to ESD and TVET, yielding 63 articles, which were then screened to identify 22 articles that met the inclusion criteria. The analysis was conducted through bibliometric visualization using VOSviewer and thematic synthesis. The results indicate that the implementation of ESD in TVET focuses on five main themes: curriculum integration, the development of sustainability competencies, learning implementation strategies, policy support and partnerships, and implementation challenges. The findings also indicate a shift in research from conceptual approaches toward implementation that emphasizes green skills, the Whole Institution Approach, and curriculum alignment with the SDGs. This study concludes that the implementation of ESD requires a systemic and collaborative approach. Curriculum developers, TVET institutions, and policymakers are recommended to strengthen ESD integration through curriculum innovation, capacity building for educators, partnerships with industry, and the use of digital technology to support sustainable vocational education.
A Stakeholders, Participants, and Sampling Strategies in Technical and Vocational Education Program Evaluation: A Systematic Literature Review Andi Putra; Ambiyar Ambiyar; Fahmi Rizal
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 3 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (in Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i3.465

Abstract

Program evaluation in Technical and Vocational Education and Training (TVET) requires systematic identification of stakeholders, participants, and appropriate sampling strategies. However, a comprehensive synthesis of these methodological elements in TVET evaluation literature remains limited. This study presents a systematic literature review (SLR) following PRISMA 2020 guidelines, analyzing 32 peerreviewed articles published between 2021 and 2026 sourced from Scopus, Web of Science, ERIC, and Google Scholar. Three research questions guided the analysis: (1) who are the stakeholders identified and involved in TVET program evaluation, (2) what are the characteristics of participants, and (3) what sampling strategies are most frequently applied. Thematic synthesis and Mixed Methods Appraisal Tool (MMAT) 2018 were employed for data analysis and quality appraisal. Findings reveal eight stakeholder categories, with students (100%) and educators (93.8%) universally present, while certification bodies (21.9%) and government/regulators (28.1%) remain underrepresented. Seven participant types were identified, with significant variation in numbers across study designs (quantitative: M=387; qualitative: M=24). Purposive sampling dominates (56.3%), though only 44.4% of studies using it provide adequate theoretical justification. The study identifies critical reporting gaps and proposes a multistakeholder evaluation framework for TVET. Findings carry implications for evaluation designers, policymakers, and researchers in vocational education, particularly in the context of Indonesia's link and match policy and global TVET transformation.

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