Digital Literacy Competence: Learning Environment and Parental Support for Vocational High School Students' Learning Motivation

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 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.

This study measures and compares the digital literacy index between general and vocational high school students. The aim is to determine each student’s ability to understand and implement literacy skills in the digital space. The notes from the findings of this study are then related to the proper implementation of the learning process between the two groups of education levels. This study uses quantitative methods, with the research design as a survey. The population of this research is general and vocational high school students in Medan, Indonesia using a margin of error of 5%. The sampling technique in this study used the quota sampling method proportionally to 400 respondents, with 220 respondents coming from general high school education level and 180 respondents from vocational education level. The results of this study indicate that vocational high school students have a higher digital literacy index than general high school students.

civic literacy is an essential ability that every citizen needs to have in the information age.lack of civic knowledge and skills can result in actions such as easily provoked behavior or disinformation from fake political information spread online (hoax).this study aims to describe the civic literacy condition of public vocational high school (SMKN) students in indonesia.the study uses a quantitative approach to measure the phenomenon of civic literacy in vocational school.online questionnaires were distributed to 200 respondents from five public vocational schools in Sidoarjo, indonesia, including SMKN 1 Buduran, SMKN 2 Buduran, SMKN 3 Buduran, SMKN 1 Sidoarjo, SMKN 1 Jabon.three components are used to describe the student's civic competency: knowledge, skills, and attitudes & values.the results of this study show that the civic competence of vocational high school students is high, with detailed knowledge competency at 4.09, skills at 4.00, and attitude & value at 4.21.this assessment indicates that vocational school students are tolerant with society and the environment, either in their lives or at school.a recommendation for vocational schools in Sidoarjo, schools can provide a space for students to express their aspirations, whether related to phenomena in the field or those within the school.the space or platform that the school can offer may include a digital magazine or a webpage serving as a space for students to explore knowledge, skills, and attitudes in expressing their aspirations.this way, students can fill the page with content (articles or videos) that align with their talents and interests.

Objectives This study is designed to explore the motivation of girls’ vocational high school students participation in morning sports club.
 Methods This study expored the motivation of the morning sports club participation subjectively perceived by girls’ vocational high school students, categorized them, and examined the characteristics of each type in depth using Q-methodology. A Q set of potential perception toward students’ motivation for morning sports club participation was collected through depth-interviews from four students who are participating the club activities. 28 vocational girls high school students classified 25 selected Q-statements into 9 points standard. The obtained data were analyzed by using pc-QUANL program.
 Results Principal Component Analysis identified 3 types typology of girls high school students toward motivation on morning sports club. TypeⅠ is ‘Enjoying morning time-oriented’, typeⅡ is ‘Enjoying friendship-oriented’, typeⅢ is ‘Self management-oriented’.
 Conclusions The findings of this study suggest that morning sports club activity give vocational girls high school students meaningful educational expriences, Specially improving physical fitness and vitality as well as spirit of challenge, improving confidence, promotion of responsibility and overcoming learned helplessness.

The Influence of Motivational Learning, Learning Achievement, Parental Socio-Economic Status, and School Environment on Interest in Continuing Education to Universities in Vocational High School Students in Indonesia

Vocational education plays a crucial role in preparing a skilled workforce to meet industrial demands. However, the high unemployment rate among vocational high school (SMK) graduates, reaching 8.62% in February 2024 (BPS), indicates a gap between graduates' competencies and industry requirements. This study aims to examine the relationship between digital literacy, emotional intelligence, and job readiness among vocational students in Kabupaten Lima Puluh Kota. This research employed a quantitative approach with data collected through questionnaires and tests administered to 195 students from SMK Negeri 1 Guguak and SMK Negeri 2 Guguak. Multiple regression analysis was used to evaluate the impact of digital literacy and emotional intelligence on job readiness. The results show that digital literacy significantly influences job readiness (t-value = 6.568, p < 0.05), highlighting the importance of mastering digital tools for employability. Similarly, emotional intelligence has a significant effect (t-value = 1.804, p < 0.05), demonstrating its role in workplace adaptability and collaboration. Furthermore, both variables collectively contribute to job readiness (F-value = 28.623, p < 0.05), explaining 54.9% of its variance. Moreover, strengthening digital literacy and emotional intelligence also supports the development of STEAM-based competencies, which are essential for preparing vocational students for the dynamic demands of the modern workforce. These findings emphasize the need for integrating digital literacy and emotional intelligence training in vocational education to enhance graduates' competitiveness in the labor market

In this study, it is aimed to comparatively examine the intercultural awareness levels of Turkish and Kyrgyz vocational high school students. The research was designed as a survey study based on a quantitative approach. The sample group of the research consisted of vocational high school students from Turkey and Kyrgyzstan determined by simple random technique. The data of the study were collected simultaneously from a vocational high school students in Turkey and Kyrgyzstan with the help of a scale. As a result of the research, the intercultural awareness levels of vocational high school students in Turkey and Kyrgyzstan were calculated as high. It was determined that the intercultural awareness levels of Kyrgyz vocational high school students were higher than those of Turkish vocational high school students. In the study, it was concluded that the intercultural awareness levels of Turkish and Kyrgyz vocational high school students did not differ according to the father’s profession variable. It was observed that the intercultural awareness levels of vocational high school students did not differ according to the variable of whether they had friends from a different culture. Finally, the relationship between the intercultural awareness levels of vocational high school students and their class and age levels was examined. It was determined that the intercultural awareness levels of Kyrgyz vocational high school students had a high level of positive correlation with the class.

Knowledge of mathematics is significant for each society because mathematics “acts as a ‘gatekeeper’ to social progress” (Gates & Vistro-Yu, 2003, p. 32) and also a gateway for a good profession. The Programme for International Student Assessment (PISA) 2015 was completed by approximately 540,000 15-year-old students and published in 2016 PISA report. The 2016 PISA report showed that among 72 countries and economies, Turkey lagged behind most of the countries, i.e., 49th in mathematics, 52nd in science and 50th in reading. Given the state of Turkey, the problems in education should be scrutinised across subjects, including maths. To address this apparent proven problem, we conducted research on vocational high school students (i.e., mostly disadvantaged students). To the best of our knowledge, Turkish students’ perceptions of success in mathematics who are studying in a vocational high school are under-researched. In light of this gap, the present longitudinal study sets out to investigate Turkish Vocational and Technical High School students’ perceptions as learners of mathematics to contribute to the literature (n=165). Open-ended questions were asked whether students believe that they are successful or unsuccessful and the underlying reasons why. The data were collected through a face-to-face structured interview and classroom observation. Among 165 vocational high school students, 61 of them believed that they were successful, 93 believed that they were unsuccessful and 11 students were hesitant. Reasons why students believed they are successful or unsuccessful were collected under five salient themes as follows: (i) reasons arising from students themselves; (ii) reasons arising from students’ perceptions of maths course//their maths abilities, (iii) reasons arising from maths teacher, (iv) reasons arising from students’ educational background, (v) reasons arising from the milieu.

This study aims to analyse the influence of digital literacy and a sustainable mindset on the work readiness of vocational high school students. This study used a quantitative approach with Partial Least Squares-Structural Equation Modelling (PLS-SEM) as the analytical technique. This study focuses on students of public vocational high schools in Surakarta, with a total of 306 respondents, of whom 287. Data collection was conducted using a closed questionnaire with a 1-5 Likert scale. The research instrument was adapted from previous studies, then tested for validity and reliability. The results of the hypothesis test indicate that digital literacy has a positive and significant effect on students' work readiness (t-statistic = 9.307, p = 0.000). These findings indicate that students with good digital literacy tend to feel more prepared to enter the world of work. In addition, a sustainable mindset was also found to have a positive and significant effect on the work readiness of vocational high school students (t-statistic = 7.265, p = 0.000). These findings indicate that awareness and a sustainable mindset are becoming increasingly relevant competencies in the modern workplace. These findings confirm that students' digital literacy can influence their work readiness. Not only that, but students' awareness of a sustainability mindset also influences their work-readiness. Based on these findings, vocational schools are advised to consistently focus on digital literacy through technology-based learning and to instill sustainability values through environmentally oriented school projects or activities. An introduction to sustainability values is necessary, given the increasing attention from government and industry to environmental sustainability. Keywords: digital literacy, Generation Z, sustainable mindset, vocational school, work readiness.

The limited implementation of digital marketing strategies by Vocational High School (SMK) students in promoting their businesses and products has become a significant issue in the digital economy era. Although most students have access to the internet, the utilization of social media and digital platforms for marketing activities remains suboptimal. This study aims to analyze and evaluate the factors influencing the effectiveness of students’ digital marketing strategies and to explore the various challenges they encounter in their implementation. The research employed a mixed-methods approach involving 480 vocational high school students selected through random sampling. Data were collected through online questionnaires, observations, interviews, and document analysis. Quantitative data were analyzed descriptively using SPSS version 29.0, while qualitative data were examined through data reduction, coding, categorization, and conclusion drawing. The findings reveal that students’ limited digital marketing literacy and skills, along with inadequate supporting infrastructure, constitute the primary obstacles to effective marketing strategies. The study concludes that strengthening systematic digital marketing education and training is essential. The implications highlight the importance of integrating a more market-responsive curriculum and enhancing practice-based learning to sustainably develop students’ digital marketing competencies.

The integration of innovative learning models is essential for preparing vocational high school (VHS) students with 21st-century skills. This study aimed to explore the need for a Problem-Based Flipped Learning (PBFL) model with a Science Technology Engineering Mathematics (STEM) approach tailored to the needs of vocational high school students. Employing a qualitative descriptive method, the study involved 33 vocational high-school students and three mathematics teachers. Data was collected through interviews, observations, and questionnaires, with validity using triangulation. The results indicated that 87.9% of students endorsed the incorporation of PBFL-STEM, highlighting its efficacy in promoting collaboration and critical thinking. Educators emphasized its capacity to bridge theory and practice for enhanced industry alignment. Nonetheless, insufficient technology infrastructure and inadequate teacher preparation have been recognized as impediments to effective adoption. To tackle these issues, this study employed adaptive solutions, including the utilization of readily available technology (e.g., smartphones) and the provision of continuous teacher mentorship for better implementation. This research identified that the PBFL-STEM approach is extremely pertinent for vocational high schools, providing significant possibilities to cultivate students' 21st-century talents. This study showed that vocational schools can quickly fix these problems by encouraging teachers to improve their skills and ensuring that they understand the importance of new ways of learning for giving students a good education.

The demand structure for talent in today's society is undergoing significant changes. To meet regional economic development needs and achieve the goals of socialist modernization, there is an urgent need to transform the national industrial structure, which in turn drives the enhancement of technical skills among practitioners. Consequently, the vigorous development of vocational education has become a new focal point and endpoint in the current education system, with the cultivation of vocational skills in vocational high school students emerging as a critical issue. This paper, based on an in-depth analysis of the current status of vocational high school education and students' vocational skills in China, explores the existing problems within the current vocational education training system and proposes several improvement paths. The study highlights that despite progress in curriculum design, practical teaching, and teacher development, challenges remain, including an incomplete curriculum system, insufficient practical teaching, and inadequate evaluation mechanisms. To address these issues, the paper suggests strategies such as optimizing the curriculum system, reforming practical teaching, developing a high-quality teaching staff, and establishing a scientific evaluation and feedback mechanism to enhance students' vocational skills and improve the quality of vocational education. The research indicates that systematic reforms and innovations targeting vocational skills can significantly improve the comprehensive abilities of vocational high school students, laying a solid foundation for their career development.

In recent years, "lying flat" has emerged as a significant term in contemporary discourse, referring to the phenomenon where modern young people choose passive resistance due to a lack of motivation when facing various situations. These trends have the potential to diminish the future learning enthusiasm and holistic development of vocational high school students, thus impacting their competitiveness in the future job market. This study employs a motivational model for vocational high school students based on self-efficacy theory and person-environment fit theory to explore whether the competitive atmosphere moderates the impact of self-efficacy and competitive attitudes on task motivation. Using a secondary data research approach, the study analyzed a sample of 944 Taiwanese vocational high school students from the 2018 Programme for International Student Assessment (PISA) dataset with Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that self-efficacy and competitive attitudes positively influence task motivation. Additionally, self-efficacy not only enhances competitive attitudes but also indirectly influences task motivation through the mediation of competitive attitudes. The study also revealed that the moderating effect of the competitive environment was not statistically significant in the overall sample. Further multiple-group comparisons between male and female vocational high school students showed no significant differences in most paths, but gender differences emerged in the positive moderating effect of the competitive environment on the influence of competitive attitudes on task motivation. These findings suggest that in cultivating task motivation among vocational high school students, interventions should be tailored to accommodate the differing responses of male and female students. For female students, providing more opportunities for teamwork and utilizing collaborative approaches to cope with the competitive environment may enhance task motivation. Conversely, for male students, enhancing self-efficacy and stimulating intrinsic competitive attitudes may be more effective. Addressing these differences could potentially reduce the occurrence of the "lying flat" phenomenon among vocational high school students in the future.

The creative industry has great potential to become one of the important driving sectors to create a good and advanced economy. Photography is one of the sub sectors of creative industries also has great potential to be accessible by students of vocational high school. This research uses qualitative approach, informants come from non-formal photography school, photography industry, vocational school and provincial education office. Data collection using observation method, interview, document study and triangulation. Observations were made to see firsthand the activities in the photography industry, photography school and vocational school. Interviews were conducted to obtain information on the availability of human resources in the industry, the competencies required by the industry for vocational students and the readiness of vocational high school for the competence of photography skills. Document studied are vocational high school curriculum, Indonesian national photography work competency standard, photography school documents and draft file formation of new photography skills competence. The result of the data analysis is the work competence for the vocational high school students in accordance with industry needs. There are 18 photography competencies that a vocational high school student should possess. With this competency, vocational high school students will be accepted in the photography industry and can work well.