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Journal of Educational Science and Technology
Published by Universitas Negeri Makassar
ISSN : 24601497     EISSN : 24773840     DOI : -
Core Subject : Education, Engineering,
Education Engineering
Jurnal EST mempublikasikan artikel hasil penelitian bidang studi kependidikan, yang berhubungan dengan belajar dan pembelajaran, teori dan praktik pendidikan, kebijakan pendidikan, pengembangan kurikulum dan materi pembelajaran, pendidikan budaya dan karakter bangsa, pendidikan guru, teknologi dan media pembelajaran, dan kegiatan lainnya yang relevan. Untuk itu diundang berbagai penulis artikel dari dalam dan luar negeri
Arjuna Subject : -
Articles 322 Documents
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Integrating Dual Hydrocarbon Crack System into Teaching Factory Learning: Effects on Engine Efficiency, Vocational Competence, and Teacherpreneur Character Sena Mahendra; Fahmy Fatra; Bayu Ariwibowo; Budiyanto Budiyanto; Saian Nur Fajri
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.89210

Abstract

Vocational education is expected to build applied technical mastery and an entrepreneurial mindset together, yet the two are usually cultivated separately. HCS research has concentrated on engine performance without examining pedagogical value; teaching factory research has relied on routine, low-technology products; and no study has examined how an applied automotive product can build student competence and teacherpreneur character together. This study addressed that gap by developing a dual Hydrocarbon Crack System (HCS) fuel-saving prototype as part of a teaching factory learning strategy, then evaluating its effect on students' cognitive achievement, practical skills, and teacherpreneur character. A research and development approach following Borg and Gall's model guided product design, fabrication, and expert validation, followed by a quasi-experimental, nonequivalent control-group field trial across one semester in four Central Java vocational high schools, in partnership with PT Triangle Motorindo. Expert validation rated the finished prototype very good, and performance testing on the industrial partner's vehicle showed a meaningful, consistent reduction in fuel consumption and in carbon monoxide and hydrocarbon emissions within the tested operating range. Students taught with the product substantially outperformed a conventionally taught comparison group in cognitive achievement, practical skills, and all four teacherpreneur indicators, with the advantage holding consistently across schools of differing workshop provision. The findings suggest that a single, technologically substantive product can strengthen school industry collaboration, build student competence, and cultivate entrepreneurial character at once, offering vocational schools and their industry partners a concrete model for linking applied research to classroom practice.
Developing Instructional Quality Through Teacher Coaching to Improve Student Learning Outcomes Sabariah, Sabariah; Suharti, Suharti; Fitriatien, Sri Rahmawati; Asmaul, Rina; Mahmud, Hafini Bin; Rahmi, Agustina; Suharyanto, Suharyanto
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i2.89738

Abstract

Improving student learning outcomes remains a critical issue in school quality development, particularly when instructional practices are not yet supported by systematic teacher coaching. Although teacher coaching is widely promoted as a strategy for professional development, empirical evidence explaining how it affects instructional quality and student achievement remains limited. This study examines the effect of teacher coaching on instructional quality and student learning outcomes. A quantitative approach with a causal-correlational design was employed. The sample consisted of 120 respondents selected through proportional random sampling. Primary data on teacher coaching and instructional quality were collected using Likert-scale questionnaires, while student learning outcomes were obtained from academic achievement records. The instruments were tested through content validity, empirical validity, and reliability analysis using Cronbach’s Alpha. Data were analyzed using descriptive statistics, Pearson correlation, simple linear regression, and multiple linear regression at a 0.05 significance level. The results show that teacher coaching had a positive and significant effect on instructional quality, with r = 0.684 and R² = 0.468. Instructional quality also had a positive and significant effect on student learning outcomes, with r = 0.621 and R² = 0.386. Simultaneously, teacher coaching and instructional quality explained 45.3% of the variance in student learning outcomes. These findings indicate that teacher coaching strengthens learning outcomes through improved instructional quality. The study contributes to educational development by emphasizing the need for academic supervision, structured feedback, and continuous reflective practice in schools.

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