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VANOS Journal of Mechanical Engineering Education
Published by Universitas Sultan Ageng Tirtayasa
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue "vol 11, no 2 (2026)" : 8 Documents clear
Development of Weebly-Based Digital Learning Media for Vernier Caliper Material for Class XI Automotive Engineering Kurniawan Fitri Nugraha; Suhendar Suhendar; Moh Fawaid; Khoirul Munir
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.35700

Abstract

This research was conducted because the problems faced by students regarding vernier calipers in schools have become very complex. The minimal use of technology-based learning media, the lack of infrastructure, and the lack of student interest in learning vernier calipers are things that need to be considered. Therefore, teachers must combine digital learning media and relevant materials that can be used for learning development. The purpose of this study was to determine the development process, the level of validity, and the level of practicality of Weebly-based digital learning media with vernier caliper learning materials. The research method used was Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of this study were students of Automotive Engineering 2, SMKN 2 Tangerang and productive teachers of Automotive Engineering. The results obtained from this study fall into the "very valid" category. Linguists gave a score of 43 with a percentage of 86%, material experts gave a score of 47 with a percentage of 94% and media experts gave a score of 46 with a percentage of 92%. Furthermore, the results obtained from the responses of teachers and students fell into the "very practical" category with a percentage of 95% with a score of 285. Thus, it can be concluded that the learning media developed is valid and practical for use in the learning process.
Components and Criteria of Continuous Education Based on Local Potential in Vocational Education: A Literature Review Muhammad Ripqi Lubis; Isma Widiaty; Yatti Sugiarti
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.35326

Abstract

The Sustainable Development Goals (SDGs) requires a transformation in Technical and Vocational Education (TVET) through the integration of local wisdom with sustainability principles. However, existing research show fragmentation conceptual between literacy environment, skills green, and conservation culture without framework comprehensive work. This research aim for identify component main and criteria sustainable TVET curriculum based potential local as well as analyze the relationship between both of them. Review literature narrative done against 18 articles quality high (2019–2025) from the Scopus database, analyzed through analysis thematic and mapping draft assisted intelligence artificial. Research results reveals 10 core components that cover 52 criteria specific, with wisdom local as knot main connecting education vocational sustainable and skills sustainability. Literacy sustainability appear as most dominant component with 8 criteria, followed by a development model curriculum and utilization potential local (6 criteria each). Framework Work curriculum based on the proposed cultural-pedagogical nexus give runway theoretical-practical for development inclusive TVET curriculum, advancing Education for Sustainable Development (ESD) through integration systematic system knowledge local with modern pedagogy. Fifth tens two criteria measurable this can implemented for evaluation curriculum and formulation policies in TVET institutions.
Self-Efficacy as a Mediator between Practical Skills, Social Environment, and Vocational Students' Industrial Work Practice Readiness Muhammad Zakky Putra; Wagino Wagino; Toto Sugiarto; Milana Milana; Suhendar Suhendar; Edi Setiyo
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.38946

Abstract

Vocational graduates face a significant employment gap, with an Open Unemployment Rate of 8.63%, indicating a mismatch between graduate competencies and industrial demands. This study examines Self-Efficacy as a mediator between Practical Skills, Social Environmental Factors, Academic Activities, and Industrial Work Practice (Prakerin) readiness among vocational students. Using a quantitative explanatory approach, data were collected from 96 Grade XI Automotive Light Vehicle Engineering students at SMK Negeri 2 Lubuk Basung and analyzed via PLS-SEM with SmartPLS 4. Results revealed that Practical Skills exerted the strongest influence on Self-Efficacy (β=0.407; p
Integrating I-ProBL Model and EVLIS Simulator in Vocational EV Education: A Systematic Review of Workforce Readiness for Industry 4.0 Army Dian Kusuma; Siswo Wardoyo; Suhendar Suhendar
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.38190

Abstract

The rapid advancement of Electric Vehicle (EV) technology and Industry 4.0 requirements necessitate vocational high schools (SMK) to integrate adaptive learning models. This study systematically reviews development trends, integrated models, and their impact on students' workforce readiness in the EV sector. Using a Systematic Literature Review (SLR) with the PRISMA protocol, 50 relevant articles (2021-2025) were analyzed. Findings indicate that integrating the Industry-Oriented Project-Based Learning (I-ProBL) model and the Integrated EV Learning Simulator (EVLIS) significantly enhances technical competencies and workforce readiness. These models effectively bridge the gap between theory and practice while mitigating high-voltage safety risks. Synthesis shows that a hybrid approach—combining standardized industrial projects with safety-certified digital simulations—is the most effective strategy for preparing a competent workforce. This review provides a strategic framework for educators and policymakers to accelerate curriculum transformation aligned with the global green energy transition.
Competency Gap of Graduates with the Needs of the Industry Ahmad Mujib; Siswo Wardoyo; Lukman Nul Hakim
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.37371

Abstract

This study investigates the competency gap between graduates of SMK Negeri 1 Ciruas and the actual demands of the industrial sector. Using a qualitative descriptive approach, data were collected through in-depth interviews, field observations, and document analysis involving 12 alumni, 6 productive teachers, 4 industry representatives, and 2 school administrators. The findings identify three principal dimensions of disparity: (1) technical competencies, marked by limited mastery of CNC machines, automation systems, and digital manufacturing tools; (2) soft skills, evidenced by deficiencies in communication, teamwork, workplace discipline, and professional ethics; and (3) digital literacy, reflected in insufficient familiarity with production and quality-control software. These gaps originate from four systemic factors: an outdated curriculum not fully aligned with SKKNI/KKNI standards, inadequate practical facilities, limited teacher industrial experience, and suboptimal internship (PKL) programs. The study concludes that bridging these gaps requires curriculum synchronization with industry standards, mandatory teacher industrial training, extended and jointly evaluated internships, and systematic integration of soft-skill development across all learning activities. Sustained, formalized school–industry collaboration is essential to producing adaptive and work-ready graduates capable of meeting the evolving demands of the industrial era.
Synthesis of Implementation Models, Challenges, and Impacts of Teaching Factory on Student Competence in Vocational Education: A Systematic Literature Review Adika Pradani Setyastuti; Siswo Wardoyo; Suhendar Suhendar
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.37377

Abstract

Vocational education is crucial in providing skilled workers ready to challenges of the Industrial Revolution 4.0. Indonesia currently faces a low graduate competency, leading to a gap in meeting Business and Industrial World (DUDI) demands. As a solution, vocational institutions have begun adopting an effective learning model, the teaching factory (TEFA). The challenge in implementing the TEFA model is that the program has not been systematically mapped, so its effectiveness has not been clearly illustrated by vocational institutions. This study aims to synthesize implementation models, identify challenges, and analyze the impact of TEFA on improving the competency of vocational students. This study uses a systematic literature review method, with the 2020 Prisma protocol of 31 relevant articles from the DOAJ and Google Scholar databases for the 2021-2025 period. The synthesis results classify TEFA implementation into four models: Production-Based Education and Training (PBET), Project-Based Learning (PjBL), Competency-Based Training (CBT), and Dual System, with the PBET model dominating. Challenges identified include educators' human resources (HR), the speed of technology/infrastructure adaptation that is not yet aligned with industry standards, and a lack of close collaborative partnerships. The impact of competency shows that TEFA is effective in improving student competency, particularly in soft and hard skills. The literature review concludes that TEFA is an effective learning program that increases curriculum relevance and student competency. However, for optimal effectiveness on job readiness, a collaborative/hybrid model (dual system, PBET, CBT) and human resource development through managerial optimization are required.
Effectiveness of WPS-Based Job Sheet in Carbon Steel Welding Practice to Enhance Students’ Practical Performance Khusni Syauqi; Riswan Dwi Djatmiko; Sugiyono Sugiyono; Tri Adi Prasetya
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.38330

Abstract

Welding practice in vocational education must align with industry standards to produce competent and work-ready graduates. This study evaluated the effectiveness of WPS-based job sheets in improving students’ learning outcomes in carbon steel welding practice. A quasi-experimental pre-test–post-test control group design was conducted with 42 vocational mechanical engineering students. Two intact classes were assigned as the experimental group using WPS-based job sheets and the control group using conventional job sheets. Data were collected through performance assessments covering understanding of WPS, welding process skills, weld quality, and procedural and occupational safety and health (OSH) compliance. Data were analysed using descriptive statistics, independent-samples t-tests, normalized gain (N-gain), and Cohen’s d effect size analysis. Significant differences were found between the groups across all domains (p < .001). The experimental group achieved higher N-gain scores (0.78–0.84) than the control group (0.53–0.61), with very large effect sizes (d = 2.41–2.62). These findings demonstrate that WPS-based job sheets effectively improve vocational students’ welding learning outcomes.
Industry Perception of the Competency of Vocational School Graduates in Banten Province Irfan Fauziyan; Lukman Nulhakim; Anton Irawan
VANOS Journal of Mechanical Engineering Education Vol 11, No 2 (2026)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/vanos.v11i2.36676

Abstract

Vocational education holds a strategic role in forming power, work-skilled, and capable individuals to fulfil the needs of modern industry. However, data from the Central Statistics Agency (BPS) in 2024 shows the level of unemployment among vocational school graduates still reached 9.01%, indicating the existence of a mismatch between able graduates and the demands of the world of work. This research aim analyzes the perception of industry to competence vocational school graduates in Banten Province, which includes three main areas: competence technical (hard skills), non-technical (soft skills), and work attitude. Quantitative descriptive approach used through a survey against 150 companies from various sectors of industry. Data obtained through a questionnaire Likert scale and analyzed using multiple linear regression, with Pearson Correlation validity test and Cronbach's Alpha reliability. Research results show that the industry's own perception is positive of competent vocational school graduates, even though weakness still found in soft skills aspects such as communication, collaboration, and discipline. This confirms the need for collaboration between the school and vocational and industrial worlds in updating curriculum and training programs to increase relevance and power in competition for graduates.

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