This community service program aims to improve the Building Information Modeling (BIM) competencies of vocational teachers and students at SMKN 1 Lubuk Pakam and to support the integration of BIM into vocational building design education. The program was implemented through demonstrations, hands-on training, and curriculum integration assistance. A total of 16 participants, consisting of teachers and students from the Building Modeling and Information Design program, took part in the activities. Data were collected using a BIM knowledge test, a perception questionnaire, a teacher readiness questionnaire, and a practical assessment rubric for BIM modeling skills. Descriptive statistics were used to summarize the data, while changes in participants' BIM knowledge were analyzed using the Wilcoxon signed-rank test. The results showed that the mean BIM knowledge score increased from 17.62 on the pre-test to 19.88 on the post-test. This improvement was statistically significant (p = 0.039), with a moderate effect size (0.65). Participants' perceptions of BIM also improved, with the mean score increasing from 3.44 to 4.09 and the proportion of responses in the high category rising from 51.3% to 90.0%. Teachers' readiness to integrate BIM into classroom instruction increased substantially, with the mean score rising from 2.00 to 4.36 and the proportion of high-category responses increasing from 13.9% to 94.0%. In addition, participants successfully applied fundamental BIM workflows and produced simple digital building models. These findings indicate that the program effectively enhanced participants' BIM knowledge, practical competencies, and teachers' readiness to integrate BIM into vocational learning. Nevertheless, sustained mentoring and advanced training are recommended to support the development of more complex BIM competencies and long-term curriculum implementation.
In the current Architecture, Engineering, Construction, and Operations (AECO) sector, the demand for a skilled workforce capable of responding to rapidly changing needs is increasing. However, academic programs are struggling to keep up with this transformation. The integration of Building Information Modeling (BIM) tools into design studios and the objective evaluation of the pedagogical outcomes of this process are not yet fully clear. This study develops a pedagogical evaluation framework to integrate professional BIM competencies into architectural design studio curricula. This framework aims to measure student competency development and guide the restructuring of academic programs for BIM-supported education. A mixed methodology was adopted in the research; utilizing a combination of purposive and convenience sampling techniques, the studio performances, submission processes, and survey data of 409 students studying in architecture and interior architecture departments over a four-year period were analyzed longitudinally using the developed measurement-evaluation model. The proposed framework serves to pedagogically grade students’ in-studio performance and to measure acquired competencies with structured criteria. The qualitative data obtained from the surveys were analyzed through thematic and content analysis. The research revealed that students possessed limited technical skills in BIM projects and experienced deficiencies in collaboration and data management. Furthermore, it determined that instructors’ lack of knowledge regarding integrating BIM into the curriculum negatively impacted students’ learning processes. This study recommended enhancing teacher training for BIM-supported education, improving collaboration and coordination skills, and aligning the curriculum with professional requirements. The findings provide a framework that not only better prepares students for professional life but also helps bridge the gap between education and industry. Through this framework, students’ competencies can be measured at the pedagogical level.
In the era of Education 5.0, Building Information Modelling (BIM) has become a vital digital competency for future-ready construction professionals. However, many Quantity Surveying (QS) students enter higher education with limited exposure to BIM, creating a gap between academic preparation and industry expectations. This study investigates the attitudes of QS students, encompassing their readiness, as well as the perceived benefits and barriers to learning BIM tools within a tertiary education context. A structured questionnaire was distributed to QS students enrolled in a BIM-integrated course at Universiti Teknologi MARA, yielding 163 valid responses. Data were analysed using descriptive statistics and the Relative Importance Index (RII) ranking methods. The results reveal that, while most students had limited prior exposure, they expressed strong enthusiasm for learning BIM. Students valued BIM’s visualization capacity, its role in enhancing understanding of construction processes, and its contribution to collaborative learning. They also recognized BIM as an essential enabler for employability and long-term career development. At the same time, challenges such as hardware limitations, steep learning curves, and time constraints emerged as significant barriers. These findings highlight the importance of institutional support, adequate resources, and scaffolded teaching strategies. Overall, the study demonstrates BIM’s potential to empower QS students with digital competency, professional confidence, and career readiness, aligning with Education 5.0. It provides practical strategies for educators to bridge the gap between digital technologies and student capability.
N. A. A. Ismail, Hazwani Ramli, Noor Syafiqah Mohd Sabri et al.· International Journal of Res...· 0 citations
Teaching Factory (TeFa), which integrates an industrial work environment into schools, has been widely implemented in vocational education to bridge the gap between schools and industry. Previous studies have reported TeFa’s ability to enhance students’ work readiness by developing soft skills. The purpose is to synthesize the extent of TeFa implementation and examine its contribution to the development of soft skills that support vocational students’ work readiness. This study used a systematic literature review of 35 articles published between 2022 and 2026. A thematic and comparative synthesis of data was conducted using articles selected based on compliance with inclusion and exclusion criteria. The articles were retrieved from databases and analyzed to identify codes and themes related to TeFa and its impact on students’ work readiness. Literature review revealed a positive relationship between the implementation of TeFa and vocational students’ work readiness. The findings identified 12 soft skills associated with TeFa implementation, including adaptability, communication, teamwork, problem-solving, critical thinking, leadership, flexibility, creativity, initiative, responsibility, entrepreneurship, and innovation. The most frequently reported skills in this literature were adaptability (22%), communication (19%), and teamwork (15%). The findings suggest that these soft skills can be organized into three competency clusters: adaptive, collaborative, and value-creation. Despite the positive impact, challenges remain, including limited industrial partnerships, inadequate facilities, budget constraints, and variations in educator competency. TeFa has been an effective approach for strengthening vocational students’ work readiness by fostering soft skills through authentic learning. Therefore, future research should focus on developing comprehensive implementation and evaluation frameworks to support more systematic, effective, and sustainable implementation of TeFa. Keywords: teaching factory, evaluation, soft skills, work readiness.
D. Putri, Rina Febriana Hendrawan, G. D. Artanti et al.· Jurnal Pendidikan Progresif· 0 citations
This study aims to conduct a formative evaluation of the implementation of curriculum programs outlined in the School Work Plan (RKS) at SMKN 1 Martapura using the Context, Input, Process, and Product (CIPP) evaluation model. The study employed an evaluation research design with a qualitative approach. The primary informant was the Vice Principal for Curriculum Affairs, while additional data were obtained from the Principal and selected teachers for source triangulation. Data were collected through in-depth interviews, document analysis, and limited observations. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing/verification, guided by the CIPP evaluation framework. The results showed that curriculum program planning was developed based on the analysis of the Education Report and the School Medium-Term Development Plan (RKJM), reflecting a data-driven planning approach. From the input perspective, teacher readiness and the availability of practical learning facilities remained important factors influencing curriculum implementation. From the process perspective, most curriculum programs included in the School Work Plan had been implemented, including teacher professional development activities, curriculum synchronization with industry needs, and teaching factory-based learning, although their implementation had not yet achieved optimal effectiveness. From the product perspective, improvements were observed in several educational indicators, including literacy, numeracy, and the alignment between school programs and industry demands. However, the quality of classroom learning still requires improvement, particularly in the implementation of innovative instructional strategies. Unlike previous CIPP-based studies that primarily focused on standalone educational programs, this study evaluates curriculum management embedded within the School Work Plan as an integrated strategic planning instrument in vocational education. These findings suggest that the effectiveness of curriculum program implementation within the School Work Plan is influenced by data-driven planning, human resource readiness, the availability of learning facilities, and the transformation of teachers’ pedagogical practices.
Tri Kardina, Ria Aprianti, Suhaimi et al.· Jurnal Paedagogy· 0 citations
ABSTRACT
The increasing demand for professional competencies in accounting requires Audit learning to integrate theoretical knowledge with workplace competencies. This study aimed to develop and validate screencast-based learning materials integrated with Level 6 Indonesian National Work Competency Standards (SKKNI) for Accounting Technicians, specifically competency unit M.692000.024.02. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The participants were 63 seventh-semester Accounting Education students at Universitas Negeri Medan. Data were collected through expert validation questionnaires, lecturer assessments, and student responses and analyzed using descriptive quantitative analysis. This study focused on product development and validation; therefore, comprehensive practicality and effectiveness testing was not conducted. Lecturer assessments and student responses were used as initial information regarding product usability, while effectiveness testing requires broader implementation using a quasi-experimental design to measure improvements in students’ competencies. The results showed that the learning materials obtained a validation score of 4.51 out of 5.00, categorized as highly valid, with a high level of alignment with the targeted SKKNI competency unit. The validation results also indicated the technical feasibility and contextual relevance of the media in connecting academic concepts with auditing practices. Thus, the SKKNI-integrated screencast-based learning materials are considered valid and suitable as supporting materials for competency-based Audit learning. Future research should conduct comprehensive practicality and effectiveness testing through broader implementation and a quasi-experimental design, as well as integrate the materials into a Learning Management System (LMS).
ABSTRAK
Perkembangan kebutuhan kompetensi profesional di bidang akuntansi menuntut pembelajaran Audit yang mengintegrasikan teori dengan kompetensi dunia kerja. Penelitian ini bertujuan mengembangkan dan memvalidasi perangkat pembelajaran berbasis screencast yang terintegrasi dengan SKKNI Level 6 Teknisi Akuntansi Ahli pada unit kompetensi M.692000.024.02. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas 63 mahasiswa Pendidikan Akuntansi semester tujuh Universitas Negeri Medan. Data dikumpulkan melalui angket validasi ahli, penilaian dosen, dan respons mahasiswa, kemudian dianalisis secara deskriptif kuantitatif. Penelitian ini difokuskan pada pengembangan dan validasi produk, sehingga uji kepraktisan dan efektivitas secara komprehensif belum dilakukan. Penilaian dosen dan respons mahasiswa digunakan sebagai informasi awal mengenai keterpakaian produk, sedangkan uji efektivitas memerlukan implementasi lebih luas dengan desain kuasi eksperimen untuk mengukur peningkatan kompetensi mahasiswa. Hasil penelitian menunjukkan bahwa perangkat pembelajaran memperoleh skor validasi sebesar 4,51 dari 5,00 dengan kategori sangat valid dan memiliki kesesuaian yang tinggi terhadap unit kompetensi SKKNI yang ditargetkan. Hasil validasi juga menunjukkan kelayakan teknis dan relevansi kontekstual media dalam menghubungkan konsep akademik dengan praktik audit. Dengan demikian, perangkat pembelajaran berbasis screencast terintegrasi SKKNI dinyatakan valid dan layak digunakan sebagai pendukung pembelajaran Audit berbasis kompetensi. Penelitian selanjutnya perlu melakukan uji kepraktisan dan efektivitas melalui implementasi yang lebih luas dan desain kuasi eksperimen serta mengintegrasikannya dengan Learning Management System (LMS).
Tuti Sriwedari, Andri Zainal, Haryadi Haryadi et al.· EDUCATOR Jurnal Inovasi Tena...· 0 citations
Field Work Practice (FWP) is essential in vocational education for connecting school-based learning with workplace experience, yet comprehensive evaluations of FWP in Automotive Engineering remain limited. This study evaluated FWP implementation in the Automotive Engineering Program at SMK Swasta Mandiri using the CIPPO (Context, Input, Process, Product, and Outcome) model. A mixed-methods sequential explanatory design was employed. The quantitative phase involved 155 Grade XII students who had completed FWP, while the qualitative phase involved 10 informants comprising one principal, one FWP Working Group head, and eight supervising teachers. Data were collected through questionnaires, interviews, observations, and documentation, and analyzed using descriptive statistics and the Miles, Huberman, and Saldaña model. Overall FWP implementation reached 82.01%, indicating a good to very good category. Context scored 85.60% (very good), input 80.66% (good), process 79.08% (good), product 80.77% (good), and outcome 83.93% (very good). Qualitative findings indicated that variations in preparation, work activities, and industry operating conditions resulted in unequal learning experiences among students. FWP was implemented well overall but requires greater standardization of learning experiences and monitoring. The findings support CIPPO as a comprehensive evaluation framework and provide practical guidance for strengthening school–industry orientation, monitoring, competency assessment, FWP site evaluation, and graduate tracer studies.
Muhammad Maulana Syahputra, W. Wakhinuddin, Hasan Maksum et al.· Journal of General Education...· 0 citations