JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian

Humanism In Project-Based Learning At Vocational High Schools: Building Human Values And Social Skills

2025-12-13T00:23:59+00:00

This research discusses the values of Humanism in the PjBL learning process in SMK by building students' human values and social skills. This research aims to improve classroom learning by building students' human values and social skills. This research involves a literature review from various sources such as Scopus, Crossref, Sinta, Garuda, and ISSN-indexed articles. The method used to analyze the problem is the Prism method. The review process is carried out through several systematic stages, namely: Searching for keywords related to the problem using Publish Or Perish, obtaining 289 articles indexed by Scopus and Sinta, filtering related articles using Confidence, obtaining 24 articles that match the problem, then analyzing using the Vosviewer application to visualize the issues raised, determining research questions in each article. Humanism in PjBl is extremely successfully utilized in a number of learning processes that can greatly increase student learning outcomes, particularly in the area of students' thinking skills, according to the study findings based on a number of research questions.In addition, researchers found that in previously selected studies, Humanism in PjBL learning provides a more active learning atmosphere for students than ordinary (conventional) learning.

Managerial Competency Transformation as the Key to Strategic Decision-Making in the Era of Dynamic Education

2026-01-22T05:09:53+00:00

Significant changes in the world of education and the world of work due to globalization, advances in science and technology, and social dynamics require education leaders to have adaptive and strategic managerial competencies. Managerial competencies are no longer limited to technical administrative skills, but also include critical thinking skills, effective communication, visionary leadership, data-based decision making, and the ability to adapt to change. The world of education is currently in a phase of transition, marked by policy changes, curriculum development, the penetration of digital technology in the learning process, and demands for improved quality of education amid limited resources. These conditions require quick and accurate strategic decision-making from education leaders, ranging from school or madrasah principals to education institution managers and policy makers and decision makers. However, weak managerial capacity remains a major obstacle to responding effectively to change, resulting in slow transformation of educational institutions. The transformation of managerial competencies, particularly in the aspects of visionary leadership, human resource management, technology utilization, and strategic decision-making, is a major focus for the sustainability and competitiveness of educational institutions. This study uses a descriptive qualitative approach with library research methods to explore the concepts and practices of transforming managerial competencies in the world of education.

Implementation of Vocational Technology Education Philosophy in Competency-Based Curriculum Design: A Systematic Literature Review

2025-12-27T04:16:45+00:00

Vocational technology education plays a strategic role in preparing a skilled workforce that is competent in accordance with industry needs. This article aims to analyze the implementation of vocational technology education philosophy in competency-based curriculum design through a systematic literature review approach. This study uses the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method by analyzing 35 journal articles from various academic databases published between 2015 and 2024. The review results show that the philosophy of vocational technology education is based on three main principles: work-based learning, industry linkage, and holistic competency development that includes cognitive, affective, and psychomotor aspects. The implementation of this philosophy in competency-based curricula is realized through: (1) the integration of theory and practice learning with a balanced ratio; (2) collaboration between educational institutions and industry in formulating competency standards; (3) an authentic assessment system that measures overall competency mastery; and (4) learning that is responsive to technological developments and labor market demands. This study recommends the need to strengthen synergy between stakeholders, continuously update the curriculum, and improve the capacity of educators to optimize the implementation of the philosophy of vocational technology education in competency-based curricula.

The Integration of PAI Teachers’ Competence and Inclusive Learning Strategies to Overcome Students’ Learning Barriers at SMA Negeri 1 Manyak Payed

2026-03-04T03:14:26+00:00

This study aims to analyze the integration of pedagogical competence and professional competence of Islamic Religious Education (PAI) teachers with inclusive learning strategies in overcoming students’ learning barriers at SMA Negeri 1 Manyak Payed. Inclusive learning is understood as an educational approach that emphasizes the fulfillment of every student’s right to learn through the adjustment of learning methods, media, and evaluation according to students’ individual characteristics and needs. This research employs a qualitative approach with a field research design. The research site is SMA Negeri 1 Manyak Payed, focusing on PAI instruction in class X.1. The research subjects include the school principal, PAI teachers, and students. Data were collected through in-depth interviews, participatory observation, and documentation. Data analysis was conducted interactively through the stages of data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The results show that PAI teachers implement inclusive learning strategies through differentiated instruction, the use of adaptive and multisensory learning media, and flexible learning evaluation. Differentiated instruction is carried out by adjusting methods, materials, and assignments based on students’ abilities and needs. The use of visual, audio, and audiovisual media helps students who experience difficulties in reading, memorizing, and understanding PAI material. Learning evaluation does not focus solely on written tests but also employs performance-based assessment and project-based tasks. The integration of pedagogical competence and professional competence of PAI teachers is a crucial factor in creating inclusive and effective learning. Pedagogical competence is reflected in the ability to understand students’ characteristics and manage learning adaptively, while professional competence is evident in deep mastery of PAI subject matter. This study recommends enhancing teacher competence through continuous training and strengthening school policy support to reinforce the implementation of inclusive learning

Synergizing Technological Innovation, Quality Management, and Inclusivity in Transforming Industry Responsive Technical and Vocational Education and Training TVET

2026-01-08T02:57:27+00:00

This study aims to explore the synergy between technological innovation, quality management, and inclusivity strategies in transforming Technical and Vocational Education and Training (TVET) to become more responsive to industry needs in the digital era. A descriptive qualitative approach was employed through interviews, participatory observations, and document analysis in several TVET institutions. The findings indicate that the use of technology, such as Learning Management Systems (LMS) and digital simulations, enhances learner engagement and improves the effectiveness of teaching and learning processes. However, limited teacher training and technological infrastructure remain major challenges. The implementation of systematic quality management, including data-based evaluation and strategic planning, was found to support curriculum alignment with industry requirements. Inclusivity strategies through adaptive learning and individualized support also demonstrated positive impacts for learners, including those with special needs. Collaboration with industry through internships and project-based learning further strengthens graduates’ work readiness, although its implementation is not yet evenly distributed across institutions. Overall, this study confirms that the synergy of technology, quality management, and inclusivity forms an essential foundation for realizing adaptive, industry-responsive, and equitable vocational education amidst technological advancement and the dynamics of the 21st-century labor market.

Principal Leadership Practices in Enhancing the Quality of Primary Education: A Case Study from Bandar Dua District

2026-03-04T02:02:37+00:00

This study examines how school principals implement leadership strategies that improve the quality of primary education through the organised application of essential managerial functions—planning, organizing, implementing, and evaluating (POAE). The research employed a qualitative multi-site case study design commenced in two public primary schools in the Bandar Dua District, each representing distinct accreditation levels. Data were produced via comprehensive interviews, participant observation, and document analysis, and were thematically evaluated through triangulation to guarantee analytical rigor and reliability. The findings indicate that effective principals perceive leadership as a process rather than a collection of discrete actions. Principals convert collective school visions into data-driven planning, coordinate resources through collaborative and decentralized frameworks, enhance instructional quality through systematic oversight and ongoing professional development, and integrate evaluative practices grounded in learning outcomes and performance metrics to facilitate continuous improvement. These techniques exemplify a cohesive implementation of dispersed, transformational, instructional, and learning-centred leadership, tailored to specific contextual situations. Nonetheless, the efficacy of leadership is limited by inconsistent teacher capabilities, administrative requirements, and variations in resources among schools. This study enhances the educational leadership literature by promoting a process-oriented comprehension of principal leadership that connects leadership theory with routine managerial practice. The findings highlight the necessity of cohesive integration of POAE functions, participatory governance, and evidence-based decision-making to maintain quality enhancement in primary schools, affecting principal preparation and school-based management policy.

Implementation of Technology-Based Learning Media in Islamic Religious Education Learning at SMA Stabat

2026-03-15T15:19:17+00:00

This study aims to explore the implementation of technology-based learning media, the obstacles faced by teachers, and the strategies they employ in utilizing such media in Islamic Religious Education (PAI) learning at SMA Stabat. This research uses a descriptive qualitative approach with Islamic Religious Education teachers from SMA Negeri 1 Stabat and SMA Swasta Persiapan Stabat as the subjects. Data were collected through observation, interviews, and documentation, then analyzed descriptively. The findings show that PAI teachers at SMA Negeri 1 Stabat have effectively integrated various digital media such as PowerPoint, instructional videos, YouTube, Quizizz, and Google Classroom to enhance students’ participation and understanding. Meanwhile, teachers at SMA Swasta Persiapan Stabat utilized simpler media such as PowerPoint, offline videos, and audio recordings of Qur’anic recitations (murottal) according to the available resources. The main obstacles in implementation include limited technological facilities, low digital literacy among teachers, and unstable internet connections. To overcome these challenges, teachers participated in training, engaged in self-directed learning, and innovated in using offline-based media.

Energy Density Prediction of Metal-Organic Frameworks (MOFs) From Synthesis Conditions Using Deep Neural Network (DNN): Hydrogen Storage Application

2026-02-21T05:46:13+00:00

The global transition toward sustainable energy systems necessitates efficient and scalable hydrogen storage technologies. Metal–organic frameworks (MOFs) have emerged as promising candidates for hydrogen storage due to their high surface area, tunable pore structures, and favorable surface chemistry that enhance adsorption performance. However, real-time experimental measurement of hydrogen uptake using physical sensing systems is costly, computationally intensive, and operationally complex. To address these limitations, this study proposes a data-driven soft-sensor framework based on machine learning to predict energy density for hydrogen storage applications from synthesis parameters. High-fidelity secondary data sourced from an open-access Kaggle dataset were utilized, focusing on synthesis descriptors including metal type, oxidation state, temperature, and reaction time. Recognizing the intrinsic influence of transition metals on structural stability and adsorption behavior, a per-metal modeling strategy was implemented to capture material-specific relationships. A Deep Neural Network (DNN) employing a Multi-Layer Perceptron (MLP) architecture trained via backpropagation was developed to model nonlinear interactions between structural variables and energy density. To enhance interpretability, complementary linear regression models were also constructed, yielding explicit predictive equations. Model performance was rigorously evaluated using statistical error metrics, achieving a Mean Squared Error (MSE) of 0.0821 and a Root Mean Squared Error (RMSE) of 0.2852, demonstrating strong predictive capability and generalization across different metallic linkers. The low error values confirm that artificial neural network–based soft sensors provide a reliable, low-latency alternative to physical sensing systems for monitoring hydrogen storage performance. This approach significantly reduces experimental burden, accelerates materials screening, and supports intelligent optimization of hydrogen-based fuel cell technologies, contributing to the advancement of scalable clean energy infrastructure

Integration of Smart Technology and Data Analytics in Vocational Technology Education: A Bibliometric Review and Curriculum Implications

2026-01-07T23:56:14+00:00

This study aims to clarify contemporary advancements in the incorporation of smart technology into Vocational Technology Education (VTE) and to devise strategic implications for curriculum development. We used a bibliometric analysis and a systematic literature review to look at 128 indexed publications from the Scopus and Web of Science databases that were published between 2015 and 2024. Data were analysed using bibliometric techniques using VOSviewer for keyword network mapping, supported by thematic analysis to generate qualitative insights.The results show that there are three basic conclusions. First, there has been a big increase in the number of publications. Between 2020 and 2024, 73% of studies were published. This is because digital transformation sped up after the pandemic. Second, the discipline is naturally multidisciplinary, with Technology Education (34%), Computer Science (28%), and Engineering Education (22% being the most important areas. Third, keyword analysis finds three main groups of ideas: new ways of teaching and developing the curriculum; using new technologies like AI, IoT, digital twins, and blockchain; and meeting the needs of Industry 4.0/5.0. The report highlights the pressing necessity to recalibrate VTE courses to enhance digital literacy, technical skills, and adaptability. Some of the most important suggestions are to use simulation-based hybrid learning, add digital twin technologies, strengthen triple helix collaboration, and make a long-term plan for digital transformation in vocational education