The Interplay Between Personal Identity and Social Identity Among Vocational High School Students: A Three-Wave Longitudinal Study

Graduates who are superior, competitive, and ready to work are the goals of vocational education. The purpose of this research is to determine the impact of Teaching Factory (TEFA) implementation with the Context, Input, Process, and Product (CIPP) evaluation model and student work readiness on the Occupational Future Time Perspective (OFTP). Indeed, nowadays, professional/vocational graduates must be ready to enter the industrial world after graduation. This research involved 456 respondents of Vocational High School (VHS) students in South Sulawesi, Indonesia, who were determined using a proportional random sampling technique. This type of research is descriptive quantitative with data analysis using SEM AMOS. The results showed that there was a significant influence between the implementation of TEFA and the level of work readiness up to 57%, while the actual contribution of teaching and work readiness factors to future employment time was 80.7%. Overall, the results show that the implementation of TEFA has successfully helped students become more independent and ready to face the competitive world of work. Although 19.3 factors still influence work readiness and prospects, the research results do not change much. Therefore, the application of a teaching factory in the learning process is highly recommended for teachers and students in vocational schools. The implementation can be adjusted to the learning conditions and resources available in VHS. This research contributes as a source of reference in future studies related to improving practical learning and developing students' entrepreneurial skills.

Vocational high schools are one of the controversial topics, and also the hardly touched fields in educational field. Students’ profiles of vocational schools, their visions, and professional identity developments are not frequently reflected in the literature. Therefore, the main aim of the study is to research whether vocational high school students’ professional identities are supported with extracurricular activities. Followingly, it was also researched whether vocational high school students’ future professional identities complied with their selected school and/or specialized fields. The research was conducted on qualitative research approach through semi-structured question form and analyzed via descriptive and content analysis of qualitative research methods. Results revealed that vocational high school students did not take part in extracurricular activities regarding their professional identities since the schools did not organize these activities. The responses also emphasized that existing extracurricular activities organized outside of the school were insufficient and there was an immediate need for such activities. Additionally, most of the participants highlighted that they selected their schools/department as an obligation. Based on the results, it was revealed that vocational and technical high schools should not focus on extracurricular activities to improve students’ basic and further skills. It is suggested that extracurricular activities should be cared more for students’ academic and practice skills. Moreover, the students and their parents should understand and be introduced to the profession before they come to a future decision.

The current era changes the educational situation. There is an urgent need to integrate advanced information technology with innovative teaching models to improve students' analytical thinking skills.It was employed to Vocational High School teachers and students as a learning innovation in the current era.The selection of Vocational High School teachers and students for research is because the researcher focuses on research in the field of vocational education and it is relevant with the researcher's field of knowledge. This study aims to develop and validate a Case Based Learning model integrated with a Knowledge Management System, designed to enhance critical thinking skills among vocational high school students. The paper applies Research and Development with theADDIE scheme. The latest concept of the model, namely the Case Based Learning Model, can be collaborated with the Knowledge Management System to improveCritical Thinking Skills student as a competency needed in the current era. It is expected to have a positive impact and change practices and learning outcomes in the context of the industrial revolution currently taking place.

The low absorption of the workforce in the vocational high school graduates indicates their lack of expertise and competency. It urges to improve their work skills to meet the demand of work. This research aims at developing a Lean-based learning model to enhance the work skills of vocational high school students. This research categorized as development research uses the modified Borg and Gall method. The Lean-based learning model was tested through three stages, namely its validity, effectiveness and practicality. Respondents of the research are vocational high school students, vocational high school teachers and industry practitioners in Indonesia. The model was validated by some experts and FGD results. The effectiveness of the model was tested by an experimental with a posttest only control group design. The population of the experiment was students of the Vocational High School who were doing an industrial experience in some industries, which followed a work shadowing strategy, the sample is chosen by random sampling; data were collected to develop a performance test. Two questionnaires were used to evaluate the practicability of the model according to the perceptions of the teachers and students of the Vocational High School. Based on the research, the developed learning model can be categorized as “good” in case of its validity, effectiveness, and practicality. It means that the lean-based learning model is valid, effective and practical. The conclusion of research is that lean learning model is one of the alternatives to improve work skills competency among vocational high school students to fulfill the industrial demand.

Vocational education, especially at the Vocational High School (SMK) level, plays an important role in preparing young workers who are ready to face the challenges of the world of work. Despite this, SMK graduates have been contributing to Indonesia's Open Unemployment Rate in recent years. One of the contributing factors is students' inadequate work readiness. Previous research found that internal factors have the greatest contribution to work readiness. Hardiness and optimism are two of the internal factors that are still limitedly studied in work readiness. This study aims to determine the relationship between hardiness and optimism in job readiness in vocational students. This study used quantitative methodology, with a research sample of 69 students in class XI at a vocational school in Surakarta obtained through a simple random sampling technique. The measuring instruments used are the Work Readiness Scale (?=0.944), Hardiness Scale (?=0.891), and Life Orientation Test-Revised (?=0,760). The multiple regression analysis results showed a significant relationship between hardiness and optimism in job readiness in vocational students. Hardiness and optimism together contribute an influence on work readiness of 59.7%. When tested partially, only hardiness showed a significant relationship with work readiness, while optimism did not. Educational institutions are advised to increase students' hardiness and optimism to be ready to enter the world of work.

This study aims to evaluate the effect of learning media on the learning motivation of Vocational High School (SMK) students. The method used in this study is a meta-analysis with data collected through Google Scholar and Semantic Scholar in September 2025. The search keywords used Indonesian with a combination of the variables "learning media" (animation, video, PowerPoint, and teaching modules) and "learning motivation of vocational high school students". The data analyzed were in the form of Effect Size (ES) and Standard Error (SE) values ​​to produce a forest plot containing interval coefficients in each study. Calculations of heterogeneity, publication bias, and fail-safe N were also carried out to ensure the validity of the results. Of the 79 articles searched, 20 articles met the criteria for analysis. The results of the meta-analysis showed that learning media had a significant effect on student learning motivation with a summary effect of 0.849, z = 7.399, p < 0.001, and a 95% CI interval coefficient [0.624; 1.074]. Heterogeneity analysis yielded Q = 1065.072 with p < 0.001 and I² = 97.18% indicating a very high variation between studies. Subgroup analysis based on expertise program showed that Accounting and Finance had a value of -0.161 (95% CI [-0.617; 0.295]), while Automotive Engineering was 0.072 (95% CI [-1.081; 1.225]). Both were insignificant, as p > 0.05. Subgroup analysis based on learning media type also showed insignificant results: animation = 0.225 (95% CI [-1.020; 1.470]), teaching module = -0.125 (95% CI [-0.776; 0.526]), PowerPoint = 0.110 (95% CI [-0.574; 0.794]), and video = 0.215 (95% CI [-0.428; 0.859]). The Egger test showed a p value of 0.662, indicating no indication of publication bias. Furthermore, the fail-safe N value of 10,614 far exceeded the threshold of 110, confirming the reliability of this study. Overall, these findings emphasize the importance of utilizing learning media in increasing vocational high school students' learning motivation, although the effectiveness of specific media types still requires further study.

This research was conducted because the phenomenon of academic procrastination is a common thing and almost every student has done it. During the COVID-19 Pandemic, all Teaching and Learning Activities (KBM) were conducted online, resulting in higher levels of academic procrastination. The purpose of this study was to determine the level of academic procrastination of Bekasi City Vocational High School (SMK) students during the COVID-19 pandemic and what efforts were made by the school to overcome it. The research approach used is qualitative with Field Research (Field Research). The informants in this study included: Vocational High School students, Regional III Branch Office Staff, Vocational Supervisors, Vocational School Principals, Vocational Productive Subject Teachers, and Parents of Vocational School Students in Bekasi City. Data collection by interview technique, while the discussion using descriptive method that describes the situation in the field systematically. The results showed that the academic procrastination of Bekasi City Vocational High School students experienced an increase during learning during the COVID-19 Pandemic, including: Delays in starting and completing assignments; Delay in completing tasks; Time gap between planned and actual performance; and engage in more enjoyable activities. Countermeasures carried out by the school include: Providing interesting learning materials; Provide deadlines for each task; Conduct intensive communication with students and parents as well as conduct home visits for students with problems.

Different types of high schools in Taiwan have the same physical education curriculum. In this cross-sectional study, we investigated the difference in the prevalence of metabolic syndrome between senior and vocational high school students. We retrospectively collected health check-up data from 81,076 first-year senior and 68,863 vocational high school students in Taipei City from 2011 to 2014, including their blood pressure, height, weight, waist circumference, fasting blood glucose, total cholesterol, triglyceride, and HDL-c levels. The prevalence of metabolic syndrome was determined using definitions from the Taiwan Pediatric Association (TPA), International Diabetes Federation (IDF), and de Ferranti et al. The prevalence of metabolic syndrome was 1.73% (senior and vocational high school students: 1.22% and 2.33%, respectively) using TPA criteria, 1.02% (0.69% and 1.40%, respectively) using IDF criteria, and 5.11% (3.92% and 6.51%, respectively) using de Ferranti et al. criteria. The most prevalent risk factors overall were increased blood pressure and central obesity. Given the significantly higher prevalence of metabolic syndrome in vocational school students regardless of the criteria, and that metabolic syndrome causes future adult health risks, the physical education curriculum and health education program in vocational schools should be strengthened to decrease the risk and prevalence of metabolic syndrome.

This study aims at assessing the various educational materials used in teaching mechanical engineering drawing to students of the Department of Mechanical Engineering Education, Semarang State University, and Vocational High School. Data were obtained from 71 university students, 75 public vocational high school 1 students and 37 students of Texmaco Semarang vocational high school using the questionnaire method. Furthermore, descriptive statistics and one-way analysis of variance tests were used to analyze data. The results of the descriptive analysis show that the materials used in teaching mechanical engineering students are in the “very necessary” category, while that of students of vocational high school is in the “necessary” category. The difference in assessment is evidenced from the results of a one-way analysis of variance test, which found differences in the results of the assessment among university students, students of State Vocational High School 1 and Texmaco Vocational High School Semarang.

School is a place where, in addition to education, experiences of different relationships are gained, and for that reason there is a possibility of both positive and negative developmental outcomes for a young person. The aim of this study was to determine the differences in the characteristics of satisfaction with the school environment between Croatian vocational high school students and gymnasium students (N = 698). In data processing, in addition to calculating basic statistical values, discriminant analysis was used. The results show that there are differences in the characteristics of satisfaction with the school environment, in a way that vocational high school students estimate that teachers encourage their creativity more than gymnasium students, that the content of most subjects is interesting, that teachers respect them and are more attentive to them, that teachers show respect for their opinions and ideas, and that the school encourages them to think and come up with new ideas. Gymnasium students plan, more than vocational high school students, how much and how they will study for the announced exams. It can be concluded that students of vocational high schools are more satisfied and "freer" in their school environment, while gymnasium students are more oriented to the organization of the learning process, i.e. to a higher educational competence than vocational high school students.

Entrepreneurship refers to the process or individual actions of creating, developing, and managing a new venture or business with the aim of achieving financial gain. Understanding of entrepreneurship includes business concepts, business development strategies, operational management, finance, marketing, as well as leadership and communication skills. This research is a literature study which aims to identify and explore the influence of knowledge on Vocational High School (SMK) students' interest in entrepreneurship, using a qualitative descriptive approach to seven scientific articles. The research method used is Systematic Literature Review (SLR) with the steps, namely compiling a Research Question (RQ), searching for relevant literature, conducting a review, analyzing the findings. The aim of this study is to determine the influence of entrepreneurship education on vocational high school students' interest in entrepreneurship. The research results show that entrepreneurial knowledge has a positive and significant influence on vocational school students' interest in entrepreneurship.

As a provision for work, vocational high school students are required to have mature work readiness so that they can compete for the desired job. Job readiness for the workforce of vocational high school graduates is influenced by several factors, one of which is self-efficacy. This study aims to determine the relationship between self-efficacy and work readiness in vocational students. The method used in this research is quantitative method. In this study, the subjects were 323 SMKN students in Padang city. The data collection method in this study used a self-efficacy scale and a work readiness scale. Data analysis techniques using product moment correlation techniques. The results of hypothesis testing obtained a correlation coefficient value of 0.560 and a significance value of 0.000. This shows that there is a significant positive relationship between self-efficacy and work readiness in vocational students, meaning that the higher the self-efficacy of a student, the higher the work readiness of vocational high school students.

General Background: Listening skills are essential for effective communication and learning, particularly in language acquisition. Specific Background: In vocational high schools, traditional teaching methods may not adequately engage students or enhance their listening abilities. Knowledge Gap: Despite the potential of digital media, there is limited research on the specific benefits of podcasts in improving listening skills among vocational students in Indonesia. Aims: This study investigates the role of podcasts in enhancing listening comprehension among Class X students at SMK Dian Indonesia through a pre-experimental design. Results: Utilizing pre-test and post-test assessments analyzed via a T-test with SPSS, findings indicate a significant improvement in listening skills, with post-test scores averaging 79.75 compared to pre-test scores of 70.60. Novelty: This research contributes to the literature by demonstrating that podcasts can serve as an effective and engaging educational tool for enhancing listening abilities in a vocational context. Implications: The positive outcomes suggest that integrating podcasts into English language instruction can foster a dynamic learning environment, providing students with diverse content and contexts to practice listening. This approach not only addresses existing gaps in language education but also promotes the adoption of innovative teaching methods in vocational schools, thereby enriching the overall educational experience. Highlights: Significant Improvement: The study found a notable increase in students' listening skills, with post-test scores rising from 70.60 to 79.75. Innovative Learning Tool: Podcasts are introduced as a dynamic and engaging medium for enhancing language comprehension in vocational education. Practical Implications: Integrating podcasts into English instruction can diversify content and contexts, enriching the learning experience for students. Keywords: listening skills, podcasts, vocational education, English learning, student engagement

This study aimed to: (1) investigate the readiness of Vocational High School (VHS) students, the schools, and the industry to implement the industrial practicum, (2) describe the implementation of the industrial practicum, and (3) describe the result of the industrial practicum implementation. This study was an evaluation research study using the Countenance Model. The research population comprised all teachers and principals of VHSs, all the industrial practicum instructors, and all Year III VHS students of the building engineering expertise program in Makassar City. The sample was selected using the proportionate stratified random sampling technique. The results showed that VHS students were ready to carry out the industrial practicum. This was supported by their knowledge, basic skills and ability and socialization by the schools. VHSs were ready to implement the industrial practicum. Large- and middle-scale industries were ready to implement the industrial practicum. However, only 75% of smallscale industries were ready to do so. Cooperation between industries, especially small ones, and vocational schools was less satisfactory. A few middle- and largescale industries, on the other hand, were quite good. The students’ activities in the industrial practicum ran well because they were supported by their ability to adapt themselves with the industrial environment. Their basic practical skills were poor. The teachers were also good, indicated by the intensity of their visits to the industries during the industrial practicum. Such visits improved the students’ motivation and supported them. The instructors also performed the activities well, especially in guiding the students during the industrial practicum. The instructors continuously provided guidance to the students before accomplishing assignments and checked the results. The final assessment by the instructors included students’ attendance, discipline, motivation, work quality, initiative, creativity, attitudes, and performance. In the final achievement, most students were in the very satisfactory category and only a few were in the moderate category. Keywords: program evaluation, industrial practicum

This study aims to analyze the mediating role of adversity quotient in the relationship between parental support and career adaptability among Generation Z vocational high school students. This quantitative, non-experimental study involved 627 twelfth-grade students from five schools in Jakarta and Banten, aged 16-18 (M=17.2), with a majority of female students (65.6%). Data was collected using the Career Adaptability Scale-5 (CAS-5), Career Related-Parent Support Scale (CRPSS), and Adversity Response Profile-Quick Take (ARP). Data was analyzed using R studio. The results showed that the adversity quotient partially mediated the relationship between parental support and career adaptability. The adversity quotient possessed by Generation Z vocational high school students can help them overcome difficulties in achieving career goals and adapting to the ever-changing career context due to the development of Industry 4.0 and the use of technology in the workplace. Parental support perceived by Generation Z vocational high school students significantly contributes to increasing students' career adaptability. This implies that the role of parents is crucial because the higher the parental support, the more students will have the ability to adapt to changing career contexts, especially Generation Z vocational high school students who will experience career transitions into the workforce.