Journal of Vocational Education Studies

Factors Influencing the Success of Experiential Learning Model in Solonese Bridal Makeup Course

Ade Novi Nurul Ihsani — 2025-07-09

The learning process can run well if it supported by the components that exist in learning. Components in learning cannot stand alone, they are interrelated with one another because learning is a system. The components of the learning process include students, objectives, media, learning strategies, etc. In experiential learning, there are several indicators that need to be examined, especially in learning Solo bridal make-up in the Beauty Study Program, namely direct experience, environmental support, learning media and learning activities on the successful implementation of experiential learning on Solo bridal make-up material. This study aims to: disclose the influence of learning media, direct experience, environmental support, and learning activities on the developed learning model. The type of study conducted is ex post facto. Product validation was carried out by vocational education experts, learning media experts, and bridal make-up artist. In order to obtain expert consensus on the developed instrument validity, FGD session was carried out. The next stage was to conduct an experiment involving 32 students from the Cosmetology Study Program. Data analysis was conducted to see the influence of learning media, direct experience, environmental support, and learning activities on the learning model using SEM-AMOS. The results of the study using SEM indicated that learning media, direct experience, environmental support, and learning activities can influence the success of experiential learning of Solonese bridal makeup.

Implementation of Dewey’s and Prosser’s Philosophy on Vocational Education in Indonesia

Muchlas Muchlas — 2025-10-24

This study aims to explore the implementation of the philosophical values of two influential figures, Dewey and Prosser, in the organization of vocational education in Indonesia. The research subjects consisted of 86 vocational school principals from Java Island, selected through purposive sampling. Data were collected using a questionnaire with a Likert Scale to assess the respondents' perceptions of the indicators of philosophical values implemented in schools. The data were analyzed using a quantitative method to present the underlying meanings and values of vocational education practices from the perspective of the two philosophers. The study's findings indicate that vocational education in Indonesia has incorporated many of Dewey's pragmatic philosophical values. However, its implementation has not yet been effective, particularly in relation to the values associated with the principles of learning by doing and experience-based skills. Similarly, the values of Prosser's philosophy, which emphasize the relationship between theory and practice, face challenges due to limited funding and a lack of investment in practical tools that meet industry standards. Nevertheless, vocational education holds significant potential for development if stakeholders can bridge the gap between theory and practice in the industrial world.

Strategy for Improving SMAW Welding Practice Learning: Case Study at Vocational High School

Khusni Syauqi — 2025-07-09

Welding is one of the most essential competencies in the metal fabrication industry. Therefore, effective SMAW (Shielded Metal Arc Welding) practice learning strategies are critical to ensuring quality learning outcomes. In vocational high schools (VHS), however, challenges persist, such as low student performance, joint defects, and a lack of industry-relevant learning models. These issues underscore the need for a more in-depth examination of practical learning strategies and efforts to enhance student competencies, an area that remains underexplored. This study aims to explore strategies for improving SMAW practice learning through a single-case study conducted in a vocational high school (VHS). Data were collected via in-depth interviews with six welding teachers and four certified student welders, supported by document analysis. The findings indicate that three main strategies are essential: (1) understanding and application of welding parameters by students, (2) intensive mentoring from teachers, and (3) independent evaluation by students. These strategies have the potential to enhance both understanding and performance in SMAW practical learning in vocational settings.

The Role of Vocational Education in Indonesian Gastrodiplomacy: Definition, Literature Review, and Bibliometric Analysis

Asep Maosul — 2025-09-12

This study aimed to determine research trends in gastrodiplomacy culinary in Indonesia through a literary review and bibliometric analysis. VOSviewer mapping was used to analyze bibliometric data on Indonesian gastrodiplomacy culinary research. A reference manager application was utilized to collect research data.The study covers literature from 2012 to 2022, revealing that the highest number of gastrodiplomacy studies was conducted in 2021. The analysis also indicates a direct relationship between gastronomy tourism and gastrodiplomacy culinary, primarily linked through thematic terms and country-specific contexts. Furthermore, this study highlights the role of vocational education in Indonesian gastrodiplomacy. Vocational education plays a crucial role in equipping culinary professionals with the skills and cultural knowledge necessary to represent Indonesia’s rich gastronomic heritage on the global stage. By integrating gastrodiplomacy concepts into vocational training programs, culinary students can gain expertise in traditional food preparation, presentation, and cross-cultural communication. The findings of this study are expected to serve as a reference for future researchers exploring the intersection of vocational education, gastronomy tourism, and gastrodiplomacy. Vocational education can actively aid in the global promotion of Indonesian cuisine by providing learners with hands-on skills and cultural insights essential for showcasing this food internationally. This bolsters Indonesia’s efforts in gastrodiplomacy and amplifies its culinary identity on the global platform.

Professional Teacher Competencies for Learning Quality in Vocational Education

Hindun Yafa Chotijah — 2025-07-09

Learning Quality requires teachers who are competent in pedagogical, professional, social, and personality aspects. Teachers who have high competence can manage classes effectively, understand student needs, and apply innovative learning methods. Along with curriculum changes and technological developments, improving teacher competence in vocational school is urgent to create a more interactive and meaningful learning process. This study uses a qualitative method with a literature study approach to analyze strategies for improving teacher competence in vocational school. Data was obtained from various academic sources that discussed teacher training, technology utilization, self-evaluation, and the role of the teacher community. This study concludes that improving teacher competence in vocational school is a key factor in realizing effective learning. With the right strategy, it is hoped that the quality of education will increase so as to produce competitive graduates. The study recommends sustainable policies to support teachers' professional development in accordance with current educational needs.

From Seaweed to Chemicals: A Guide to Organic Compounds for Vocational High School Students

Nur Indah Sari — 2025-07-09

This study aims to produce an organic compound textbook for the Seaweed Agribusiness Expertise Program at vocational high schools. The research method used is a mixed method with an educational reconstruction model that focuses on content structure analysis. Content structure analysis is carried out through literature studies, subject matter clarification, and concept modification and refinement. Validation by experts was carried out to see the suitability of the indicators and learning objectives, as well as the suitability of the textbook with the BSNP criteria. The characteristics of the resulting textbook use problem-based learning syntax. The textbook consists of four chapters and several sections related to the expertise program, in the form of knowledge, information, and applications about seaweed. The assessment of the textbook includes the suitability of the learning objectives with the text in the textbook. The results of the expert assessment of the textbook show the suitability of the indicators with the learning objectives and the suitability of the learning objectives with the textbook text. All indicators and learning objectives obtained a CVR value calculated above the critical CVR value of 0.622 for seven validators, namely CVR = 1.00, so that it can be accepted or declared valid. The suitability of the textbook with quality criteria based on BNSP includes the aspects of content feasibility, presentation feasibility, language and graphics with percentages of 86.68%, 94%, 100%, and 100%, respectively. The results of this study indicate that the developed organic compound textbook has met the validity criteria and is feasible for use in learning in vocational high schools with the Seaweed Agribusiness Expertise Program. This textbook is expected to be a reference for vocational high school students to improve their understanding of the organic compounds found in seaweed so that they can be utilized in seaweed cultivation and processing practices.

Bridging Theory and Practice: A Systematic Review of Work-Integrated Learning Frameworks in Vocational Education

Ricky Cahyasari Putra — 2025-09-08

Work-Integrated Learning (WIL) has become essential in vocational education for bridging academic learning with workplace experience. This systematic review analyzes 61 articles on WIL frameworks published between 2019-2024 using the PRISMA protocol. The analysis identifies five main types of WIL frameworks: Competency-Based Framework (focusing on industry-relevant competencies), Integrated Evaluation Framework (emphasizing comprehensive assessment), Industry-Academic Collaborative Framework (developing effective institutional-industry partnerships), Technology-Enhanced WIL Framework (utilizing technology to expand learning experiences), and Field-Specific Pedagogical Framework (tailoring approaches to specific disciplines). Publication trends show significant growth in WIL framework research, with a peak of 17 articles in 2024, reflecting increasing recognition of work-based learning's importance. The review reveals several research gaps, including limited investigation of technology integration's long-term impact, need for multi-stakeholder evaluation approaches, frameworks that effectively combine various WIL modalities, limited understanding of cross-disciplinary framework transferability, and frameworks that systematically incorporate evolving workforce demands. These findings provide direction for future WIL framework development and implementation, Contributing to more effective integration of academic learning with practical work experience in vocational education, these findings provide valuable direction for the future development and implementation of Work-Integrated Learning frameworks.

Continuous Professional Development of TVET Teachers: Identifying Trends and Future Research

Henson Febri Wendi — 2025-09-08

Continuous Professional Development (CPD) for TVET teachers improves the quality of vocational education and ensures relevance to industry advances. This study presents a systematic literature review (SLR) of CPD research trends for TVET teachers over the last ten years (2013-2023), with particular attention to how different CPD models impact classroom effectiveness. Using the PRISMA procedure, article searches were performed in the Scopus database, yielding 48 publications suitable for further study. Despite a large increase in CPD publications, research in developing countries remains scarce, with significant disparities in implementation approaches between developed and developing educational systems. Qualitative approaches dominate methodologically, with apprenticeships, education, and training emerging as primary topics. However, the review reveals limited research on measuring the direct impact of CPD on teacher performance and student outcomes across different educational contexts. These findings point to the need for more integrated, locally based CPD strategies with stronger industry partnerships to enhance the effectiveness and relevance of professional development for TVET teachers. The study provides a foundation for policymakers and researchers seeking to develop context-specific CPD frameworks that balance theoretical knowledge with practical teaching improvements in technical and vocational education.

Evaluating the Impact of Drone Technology Bootcamps on Student Skill Development and Performance

R Ravichandran — 2025-07-09

This study evaluates the impact of a comprehensive drone technology bootcamp conducted at PSSCIVE Bhopal, targeting school students from diverse educational and demographic backgrounds. Designed to blend theoretical instruction with hands-on drone assembly and flight training, the bootcamp aimed to foster technical skills, innovation, and entrepreneurship awareness. A mixed-methods approach using pre- and post-test assessments, observations, and feedback surveys was employed to analyse learning outcomes. Findings revealed significant improvements in students' theoretical understanding, practical proficiency, and entrepreneurial mindset. Students from various school types, Demonstration Multipurpose Schools, Jawahar Navodaya Vidyalayas, and State Government schools, benefited equally, with marked gains across gender and rural-urban segments. Participants reported increased confidence in knowledge retention and a sustained interest in further exploring drone technology. Despite some technical and logistical challenges, the program successfully addressed gaps in STEM and vocational education by offering an engaging, real-world learning experience. The study underscores the potential of immersive, skill-based bootcamps in enhancing design thinking, innovation, and job readiness among school students. It provides key recommendations for future bootcamp models, including tailored content, continuous assessment, and stronger entrepreneurship modules, thereby supporting NEP 2020’s vision of a holistic and practical education framework.

The Impact of Teaching Factory and Industry Partnership on Work Readiness and Employability of Graduates from the Spa and Beauty Expertise Program at SMKN 2 Singaraja, Bali

Ni Made Lia Dharmayanti — 2025-07-09

The Ministry of Education, Culture, Research, and Technology aims to improve Human Resources (HR) quality through the implementation of teaching factories. The teaching factory improves work readiness and increases graduate employment rates. This study aims to: 1) assess the impact of teaching factories on work readiness; 2) evaluate the effect of teaching factories on graduate absorption; 3) examine the influence of industry partnerships on job readiness; 4) explore the effect of industry partnerships on graduate absorption; 5) investigate the relationship between job readiness and graduate absorption; 6) determine the role of teaching factories in graduate absorption through job readiness; and 7) assess the influence of industry partnerships on graduate absorption via work readiness in the Spa and Beauty Expertise Program. Data was collected using a questionnaire distributed via Google Forms, and path analysis was employed for data analysis. The results indicate that: 1) teaching factories positively affect work readiness (significance value = 0.000, p < 0.05); 2) teaching factories positively influence graduate absorption; 3) industry partnerships positively impact work readiness; 4) industry partnerships positively affect graduate absorption; 5) job readiness contributes positively to graduate absorption; 6) teaching factories enhance graduate absorption through job readiness; and 7) industry partnerships support graduate absorption through student work readiness in the Spa and Beauty Expertise Program.

Improving Vocational High School Students’ Speaking Ability through the One Minute Sharing (OMS) Technique

Dewi Retnaningsih — 2025-10-24

Speaking is often perceived as one of the most challenging skills in learning English, including among Grade X Broadcasting students at a vocational high school in Yogyakarta. To address this issue, a Classroom Action Research (CAR) was conducted to investigate the effectiveness of the One Minute Sharing (OMS) technique in enhancing students’ speaking ability. The OMS technique requires students to speak spontaneously for one minute on selected topics, and in this study, it was implemented over two research cycles. Initial observations and a pre-test revealed low speaking proficiency, with an average score of 63 and only 15% of students meeting the Minimum Mastery Criterion (SKM). Furthermore, many students lacked confidence, and only one-third demonstrated strong motivation. In Cycle I, the average speaking score increased to 70, with 63% of students achieving SKM, and motivation levels rising to 60%, although some hesitation persisted. In Cycle II, improvements were made by incorporating more engaging activities, providing direct modelling and feedback, and offering small rewards as appreciation. These refinements resulted in an average score of 80, with 86% of students meeting SKM and an equal percentage reporting greater motivation and confidence in speaking English. The findings indicate that providing regular, individual speaking opportunities through OMS can substantially improve speaking ability, enhance motivation and self-confidence, and foster better classroom engagement. Therefore, the OMS technique can be considered an effective and practical instructional strategy for promoting autonomous speaking practice, particularly in vocational high school contexts.

Digital Maturity in Vocational Secondary Schools (SMK)

Edhy Sri Yarmanto — 2025-07-09

Digital transformation has taken place in various sectors of life, and has also penetrated into Vocational Secondary Schools (SMK). Research on digital maturity in vocational schools is still rare. The purpose of this study is to develop a digital maturity model that includes the dimensions and the level of digital maturity, digital maturity measurement instruments, and to measure digital maturity in vocational schools. The instrument developed has met the validity and reliability test and can be used for quantitative research on digital maturity measurement. The dimensions of digital maturity include: management and organization, people and culture, products and services, technology, and organizational operations. Meanwhile, the maturity level consists of 5 levels: not ready, initial readiness, intermediate readiness, mature readiness, and already implemented. The measurement results showed that the vocational school that was the subject of the study was in mature readiness. This study concludes that digital transformation in vocational schools is a necessity. The resulting assessment models and instruments can be used to measure digital maturity in vocational schools. This study was conducted at a vocational school, which opened up space for future study. The form of research can deepen the dimension of digital maturity, or research for high schools, both public or private high schools.

Balancing Consumer Protection and Industrial Growth: The Policy Dilemma of TVET Factory Product in Indonesia

Norma Sari — 2025-10-24

The Teaching Factory (TeFa), as an integral component of the Technical and Vocational Education and Training (TVET) framework in Indonesian Vocational High Schools (SMK), has emerged as a crucial technique to align educational outcomes with industrial requirements. Students receive training in technical skills as well as entrepreneurial and manufacturing processes through practical production activities. This integration presents a policy issue when TeFa goods enter the market and confront industry standards and consumer protection legislation. This study investigates three primary inquiries: (1) to what degree do TVET Factory products manufactured by SMKs in Indonesia adhere to relevant industry standards; (2) is the existing legal framework sufficient to ensure consumer protection concerning TeFa products; and (3) how should forthcoming policies and regulations be formulated to harmonize consumer protection with industry development goals in the execution of the TVET Factory program. The research used a qualitative methodology, incorporating case studies from five vocational schools across diverse domains of expertise, augmented by interviews with stakeholders including educators, industry partners, and regulatory bodies. The findings indicate that the compliance of TeFa products with industry standards remains inconsistent, and current rules do not specifically address items based on vocational education. This generates legal uncertainty and impediments in product down streaming. Consequently, a novel, adaptable policy framework is required to safeguard consumers while promoting industry expansion through the synergy of TVET and market laws.

How Effective is Experiental Learning in Entrepreneurship Education? A Review of The Concept and Its Application

Deny Ismanto — 2025-07-09

The challenge of effectively teaching entrepreneurship and fostering students' entrepreneurial skills and business initiation has drawn significant attention. As the solution for this issue, experiential learning system (ELS), a pedagogical strategy in which students learn by doing, becomes more prevalent technique of teaching entrepreneurship. Therefore, this research uses the literature review method to analyze the effectiveness of using ELS in implementing entrepreneurship development programs. This research was carried out by collecting relevant literature sources, analyzing the content of the literature, and compiling the findings in the literature into a comprehensive understanding framework. The systematic literature review approach used in this study can provide identification and construct what further research needs to be done in the future including determining the characteristics of the variables that influence the phenomenon being studied. In conclusion, The findings demonstrate that experiential learning positively impacts the development of entrepreneurial competencies and skills. Nevertheless, while various experiential activities offer distinct advantages for entrepreneurship education, they also pose challenges that need to be addressed. Thus, the recommendations given through this paper are the implementation of Experiential Learning in Entrepreneurship Education could be developed with the interdisciplinary integration (engineering, health, art, and science) practice, implement the usage of technology and AI, and drive the business mission into social entrepreneurship.

Digital Skills in Technical and Vocational Education: A Data-Driven Analysis of TVET Competency Trends

Sherly Rahmawati — 2025-09-12

In the age of digital transformation, digital competence has become crucial for vocational educators to effectively align learning practices with the changing demands of the industry. This study aims to analyze the global development and thematic trends surrounding digital competence in Technical and Vocational Education and Training (TVET) through a combined approach of bibliometric analysis and a systematic literature review, referred to as Systematic Literature Network Analysis (SLNA). Utilizing Scopus as the primary database, the research retrieved 216 articles and employed bibliometric visualization tools (Bibliometrix, Biblioshiny, VOSviewer) alongside eligibility criteria-based screening for the systematic review. The results reveal three key insights: (1) significant connections between digital competence and the advancement of AI in vocational education, (2) the emerging importance of interaction and social competence in enhancing digital literacy, and (3) the limited yet essential integration of AI literacy within current digital competence frameworks. Two selected articles from the systematic literature review suggest that the combination of digital and social competencies is vital for preparing vocational teachers and students for the demands of a technology-driven workforce. This study underscores the necessity for a forward-looking digital competence framework that addresses the interplay between digital skills, social skills, and AI readiness within vocational education contexts.

The Effect Of Portfolio Assessment-Based Pjbl Model On Students' Critical Thinking And Creativity In Nail Art Learning

Warsaditha Aprila Arista — 2025-09-08

The objectives of this study are: 1. to evaluate the influence of project-based learning (PJBL) based on portfolio assessments on critical thinking skills in nail art learning and 2. Evaluate the influence of the project-based learning model (PJBL) based on portfolio analysis on the creative of students in the study of nail art. The procedure is complete. The sample of this study was 61 students at SMKN 1 Lingsar who were divided into experimental groups and control groups using cluster random sampling techniques. The data was collected through a multi-choice test for Critical Thinking skills and a rubric of analysis for creativity. The results showed that the PjBL model, based on portfolio evaluation, has a significant impact on students' critical thinking skills, with significance score of 0.024 and an N gain of 0.81 (high category). Moreover, this model also has a significant impact on student creativity, with a value score of 0.000 and an N gain of 0.85 (high category). Therefore, applying PjBL based portfolio analysis has been shown to be effective in improving students' critical thinking and creativity skills in learning nail art.

From Traditional to Modern: A Bibliometric Analysis of Vocational Education, Collaboration as the Key to Transformation and Quality

Hamdan Anwari — 2025-08-14

This study aims to analyze the transformation of vocational education from the traditional approach to the modern model through a bibliometric approach. This study maps the development of research related to vocational education in the one past decade, focusing on publication trends, collaboration between authors, and their relevance to the Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education). Data was obtained from 749 studies analyzed using the PRISMA 2020 method and data visualization such as co-authorship, network, overlay, and density. The results show that digital transformation, technology integration, and collaboration between educational institutions, industry, and the government are the main factors in improving the quality of vocational education. The increase in the number of publications and citations reflects the global attention to curriculum innovation and technology-based learning. This research confirms that multidisciplinary collaboration and adaptation to the needs of the job market are essential to produce a highly qualified workforce. The policy implications of these findings show the need to restructure the vocational curriculum to be in line with the challenges of Industry 4.0 and Society 5.0.

Local Potential-Based Sustainable Curriculum in Vocational Education: A Bibliometric Analysis

Muhammad Ripqi Lubis — 2025-09-08

The Sustainable Development Goals (SDGs) concept focuses on poverty eradication, gender equality, reducing child mortality, and environmental protection. Education plays a central role in achieving these goals, by providing quality and inclusive learning opportunities for all, including non-traditional groups and people with disabilities. In this context, quality vocational education aims to develop skills relevant to global issues, such as digitalization and renewable energy, and shape awareness of social change, the environment and sustainable development. Sustainable curricula, which integrate local potential, are an important part of supporting sustainable development. This study aims to analyze trends, roles, and research developments in vocational education related to local potential-based sustainable curriculum through a bibliometric approach. Data was collected using keywords related to sustainable curriculum and local potential, which resulted in 594 documents from 1972 to 2025. The study also identified publication trends and the most productive countries in local potential-based sustainable curriculum research, as well as dominant authors and keywords. Results show a significant increase in publications since 2004, although there was a decline in the period 2020-2022 due to the COVID-19 pandemic. The research also shows the importance of sustainable curriculum in facing global education challenges, with a focus on the relevance of education policy to social and global change

Students Learning Anxiety in Maritime Vocational School

Nurul Hikmah — 2025-08-14

The objective of this study was to explore the levels of students’ anxiety, to reveal the factors influence students’ anxiety, and to reveal the students’ coping strategies for their anxiety in maritime English. This study was conducted using a mixed method. The participants consisted of 28 eleventh-grade students at SMK Pelayaran Nusantrara Barru, and a total of 23 students participating in the interviews. The researchers used a questionnaire to determine the students’ anxiety levels and interview to reveal the influencing factors and strategies to overcome their anxiety in maritime English. The findings showed that 23 out of 28 students experienced anxiety in maritime English. 16 students (57.14%) were in the mildly anxious level, 6 students (21.14%) were categorized as anxious level, 1 (3.57%) student fell into the very anxious level, 5 students (17.86%) were categorized as relaxed level, and none of them as very relaxed. The factors affected students’ anxiety in maritime English, including communication apprehension, test anxiety, fear of negative social evaluation, learning situations, assignments, teachers, maritime specific terms, and doubts of maritime English competence. In order to overcome anxiety, this study described that students used preparation; relaxation; positive thinking; focusing on the lessons; peer support practice, and students’ learning method as their strategies in the maritime English classes. As a conclusion, the majority of students were anxious in maritime English, caused by internal and external factors. Then, positive activities empirically impacted to solve anxiety during the maritime English learning.

Implementation of Teaching Factory in Fashion Design Expertise Program at Muhammadiyah Sumowono Vocational School: Supporting Factors, Obstacles and Solutions

Tri Kuat — 2025-11-30

This study examines the implementation of the Teaching Factory (TEFA) model in the Fashion Design Expertise Program at SMK Muhammadiyah Sumowono, Central Java. The research aims to (1) describe the planning and implementation of TEFA, (2) identify supporting factors, (3) explore inhibiting factors, and (4) formulate recommendations for improvement. Using a qualitative descriptive design, data were collected through interviews, observations, and document analysis involving teachers, students, and industry partners. Data were analyzed through Miles, Huberman, and Saldana’s interactive model consisting of data reduction, data display, and conclusion verification. The findings show that TEFA planning includes curriculum alignment, partnership development, and facility preparation, while implementation consists of production-based learning, industry-assisted projects, and quality control. Supporting factors include leadership commitment, adequate facilities, and motivated students. Inhibiting factors include inconsistent industry involvement, varied student competencies, and limited marketing capacity. A structured data display presents the emerging themes and supporting evidence. The study concludes that TEFA implementation has progressed but requires stronger industry collaboration, systematic production management, and improved marketing strategies. Recommendations include strengthening long-term partnerships, developing quality standards, implementing mini-industry learning routines, and expanding digital marketing initiatives. This study contributes a context-based TEFA improvement model applicable to similar vocational schools.