Longitudinal relationship between parent-child conflict and non-suicidal self-injury among Chinese vocational school students: A chain mediating model

Learning batik motif design at Vocational High Schools requires learning media that can facilitate conceptual understanding visually and interactively in accordance with students’ characteristics. However, the use of interactive learning media that supports the​ improvement of students’cognitive abilities at SMKN 3 Pekalongan is still limited. This study aims to develop interactive learning media using Genially and to analyze its effectiveness in improving students’ cognitive abilities in traditional and contemporary batik elements at SMKN 3 Pekalongan. This study employed a Research and Development (R&D) method using the ADDIE model. The research subjects consisted of 61 eleventh-grade KKBT students, who were divided into an experimental class and a control class to examine the effectiveness of the developed learning media. The efectiveness test showed an increase in the learning outcomes in the experimental class from 74.45 to 89.55, with N-gain value 0.657 (moderate category), while the control class obtained an N-gain of 0.21 (low category). The Independent Sample Test results indicated a significant difference in learning outcomes between the experimental class and the control class. Therefore, the Genially-based interactive learning media is declared feasible, practical, and effective for use in learning.

Vocational High Schools (SMK) have a strategic role in preparing students to be ready to compete in the world of work through mastery of technical skills and understanding of industry concepts. In the Fashion Skills Program, one of the important materials in the Preparation element of Fashion Making Preparation phase F is the creation of blouse patterns. Learning this material is generally rarely found in the form of E-comics. Therefore, this study aims to assess the feasibility of E-comic learning media in the material for making blouse pattern phase F. This study uses a quantitative descriptive method. The feasibility of E-comics is assessed by material experts and media experts using instruments that have been proven to be valid and reliable. The data was analyzed using a percentage descriptive technique to determine the level of media feasibility based on the criteria that had been set. The results showed that E-comics made blouse patterns obtained a feasibility percentage of 91.1% from material experts and 88.8% from media experts, which is included in the "Very Feasible" category.

The article presents selected findings from a 2024 survey of 15 vocational schools in the construction finishing works sector. The study diagnosed the state of career counseling in these schools. The results indicate that while all schools had formal career counseling programs in place, their implementation quality varied. Effective counseling depended on broad cooperation both within the school and with external entities. In most schools, a single teacher-counselor was solely responsible for the program, highlighting a need for a team-based approach. Students favored practical, active forms of guidance (such as job fairs and open days), though less common forms like meetings with alumni were underutilized. Strengthening collaboration with external career advisors and school psychologists, as well as integrating various counseling methods, could enhance the effectiveness of career guidance. The findings underscore the importance of dedicated career counselors and recommend more personalized counseling programs and better support for career guidance teams to improve students’ career planning outcomes.

The Vocational Education Center (MESEM) project, introduced in recent years by the Ministry of National Education (MoNE) as one of the initiatives aimed at strengthening the processes of education, production, and employment within vocational and technical education, has been reexamined and debated in light of the original rationale behind the emergence of vocational education. Vocational education refers to a system in which students receive in-person training in vocational and technical high schools while completing their apprenticeship, journeyman, and master-level training in vocational education centers that function as non-formal education institutions. However, in response to the continuously changing dynamics of working life and the evolving expectations of the labor market, the project has recently been discussed as a policy proposal designed to direct the workforce into working life under classifications such as “student-worker” and “student-apprentice.”Vocational education is considered highly significant in terms of facilitating students’ integration into the labor force by enabling them to transform their theoretical knowledge into practice, acquire work habits, develop their knowledge and skills, and specialize in a specific occupational field. This study reveals that the working conditions of students employed within the scope of MESEM—implemented as one of the initiatives aimed at strengthening and improving vocational and technical education and opened within Vocational and Technical Anatolian High Schools—are largely shaped by unfavorable circumstances. In the research, this process was examined through the example of students studying in schools located central and peripheral districts of Mersin. The study aimed to observe the students’ working conditions concretely and to identify the problems and adverse situations that may arise within this context.

Background- Many school supervisors still rely on conventional, top-down supervision practices, resulting in mentoring plans that are insufficiently reflective, data-driven, and aligned with the actual needs of school principals. Objectives-This study aims to describe the role of school supervisors in planning assistance for vocational school principals in North Bengkulu Regency. The focus of the research is directed at how supervisors develop plans for each mentoring cycle, including the initial stage, mentoring of education unit programs, program implementation, and reporting and follow-up. Method-This study uses a qualitative descriptive approach with three vocational school supervisors as the main respondents and three principals as triangulation sources. Data were collected through in-depth interviews and documentation, analyzed using Miles and Huberman's interactive model. Results- The results show that mentoring planning was carried out systematically through reflective, needs-based, and collaborative processes, including mapping change commitments, developing differentiated strategies, designing coaching and mentoring scenarios, and preparing reflective reports. These findings indicate a shift in supervision from a control function to a collaborative mentoring approach that strengthens principal leadership. Conclusion-This study concludes that systematic, reflective, and collaborative mentoring planning improves the quality of supervision and supports more effective principal leadership. Its novelty lies in the context of vocational schools in North Bengkulu, which offers an adaptive model for other regions and enriches the literature on mentoring across the full supervisory cycle.

The development of digital technology has driven a transformation toward more interactive and adaptive learning. However, vocational high school students, particularly in inclusive schools, still face challenges in English pronunciation skills. The main problem addressed in this study is the limited use of instructional media and the diverse characteristics of students, including those with special educational needs, which affect the learning process. This study aims to (1) describe the implementation of the ELSA (English Language Speech Assistant) application in English learning and (2) analyze its effect on improving students’ pronunciation skills at SMK Inklusi TPA Jember. This research employed Classroom Action Research (CAR) conducted in two cycles, consisting of planning, action, observation, and reflection stages. Data were collected through pre-test and post-test, as well as observations and interviews. The results showed a gradual improvement in students’ average scores, from 62.3 in the pre-test to 71.0 in the first cycle post-test (an increase of 8.7 points or 14.0%), and further to 81.5 in the second cycle post-test (a total increase of 19.2 points or 30.8%), shifting from low to moderate and finally to good categories. Qualitative analysis revealed clear improvements from cycle I to cycle II, indicated by changes in student engagement from passive to active and independent, as well as more responsive and exploratory behavior toward practice and feedback. In addition, students’ pronunciation became more accurate and structured, indicating that the use of the ELSA application is effective in enhancing both the process and outcomes of pronunciation learning.

In the era of globalization and rapid technological developments, it is important for SMK (Vocational High School) students to have skills and knowledge relevant to the industrial world. One way to prepare SMK students to face this challenge is through community service activities. The Workshop on Building a Technology- Based Startup at SMK Negeri 3 Negara was initiated as a community service activity (PkM) to overcome these obstacles. The implementation of the PkM workshop on Building a Technology-Based Startup for Students of SMK Negeri 3 Negara is divided into several stages including: problem identification, activity implementation, and evaluation stage. In general, the implementation of this activity went according to plan, this was evidenced by the results of the questionnaire, the program partners answered that they were satisfied with the implementation of this program.

Students’ interest in continuing their studies to higher education is an important aspect of educational planning, particularly at the vocational secondary school level, which is oriented toward work readiness and career development. This study aims to determine the relationship between self-potential and motivation and interest in continuing studies to higher education among Grade XI and XII students of SMKS Semen Padang in the 2025/2026 academic year. This study employed a descriptive quantitative approach with a correlational method. The research population consisted of 141 students, while a sample of 59 students was determined using the proportionate stratified random sampling technique. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability. The results show that there is a very strong and significant relationship between self-potential and motivation, with a correlation coefficient of 0.913 and a significance value of 0.000 < 0.05. Self-potential also has a very strong and significant relationship with interest in continuing studies to higher education, with a correlation coefficient of 0.893 and a significance value of 0.000 < 0.05. In addition, motivation has a very strong and significant relationship with interest in continuing studies to higher education, with a correlation coefficient of 0.812 and a significance value of 0.000 < 0.05. Simultaneously, self-potential and motivation have a very strong and significant relationship with interest in continuing studies to higher education, with a multiple correlation coefficient (R) of 0.894 and a coefficient of determination (R²) of 0.798. These findings indicate that 79.8% of interest in continuing studies can be explained by self-potential and motivation, while the remaining 20.2% is influenced by other factors outside this study. The conclusion of the study emphasizes that self-potential and motivation are internal factors that strongly contribute to students’ interest in continuing their studies to higher education. The implications of this study emphasize the important roles of schools, teachers, and families in developing students’ self-potential and increasing their motivation so that further education planning can be more optimal.

Measurement invariance and group differences of the Adolescent Time Attitude Inventory: A multi-group comparison across gender and school stages in Chinese adolescents.

We conducted a pre-registered longitudinal field experiment to test whether educational activities inspired by sustainability motive-alignment theory can boost the effectiveness of real-world environmental education. Motive-alignment interventions aim to encourage behavior change by linking new behaviors with goals that are salient to a target group (e.g., for youth, experiencing autonomy, gaining peer status, or contributing to society). First, we used participatory methods to develop two motive-alignment inspired (MA-inspired) environmental education activities with youth. We then randomly assigned 31 classes of vocational school students to receive a lesson including the MA-inspired activities or an existing lesson about climate change. Ordinal and linear hierarchical Bayesian regression analyses showed that, as hypothesized, the MA-inspired lesson (vs. the original lesson) increased students' involvement in school eco-teams and pro-environmental voting intentions from pre-lesson to post-lesson and two-week follow-up. Exploratory analyses suggested that youth who received the MA-inspired (vs. original) lesson did not feel more motive-alignment during the lesson. However, they did report a heightened sense of environmental efficacy, indicating that the MA-inspired lesson presented pro-environmental engagement as more relevant to youth's motivation for societal contribution. These findings reveal the potential for motive-alignment inspired educational activities-particularly those that tap into youth's motivation for societal contribution-to enhance real-world environmental education. SUMMARY: We co-developed activities with youth, inspired by the principles of sustainability motive-alignment, to integrate into an existing lesson about climate change In a field experiment, the lesson including these activities (vs. the original lesson) increased students' involvement in school eco-teams and pro-environmental voting intentions. Motive-alignment inspired activities that foster environmental efficacy-thus aligning with youth's heightened motivation for contribution-can enhance the impact of environmental education in real-world contexts.

Quality control is very important and needs to be implemented in order to identify deviations in production processes so that damage can be minimized as much as possible. Deviations in production can cause significant losses both in terms of quality and quantity. The understanding of vocational high school (SMK) students regarding the concept of quality control is still limited. Students only master basic practical skills but do not yet understand how to ensure that work results meet standards, conduct quality inspections, analyze the causes of defects, or apply quality improvements. Therefore, a community service activity was conducted for SMK Assa’adah Bungah Gresik students, which was training on quality control to improve product quality. This activity aims for students to understand the basic principles and procedures of quality control. As a result of this activity, students’ competencies are increased. Students also gain a better understanding of the basic concepts of quality control, including the importance of maintaining process stability and product quality consistency. The implementation of community service activities by integrating theoretical material with hands-on practice has proven effective in improving students' technical skills.

This study explores the role of teachers' creative strategies in enhancing students' learning motivation in Islamic Religious Education (IRE) at Vocational High School (SMK) Negeri 4 Kota Jambi, a vocational school in Indonesia. Using a qualitative descriptive research design with a case study approach, data were collected through classroom observations, semi-structured interviews with teachers and students, and document analysis. The findings indicate that creative teaching strategies, including interactive questioning, contextualization of Islamic values to students' vocational fields, and student-centered activities, positively influence students’ motivation, leading to higher levels of engagement and active participation. In contrast, traditional lecture-based instruction was found to reduce motivation and engagement. The study aligns with motivational theories such as Self-Determination Theory, Expectancy-Value Theory, and Achievement Goal Theory, emphasizing the importance of autonomy, relevance, and mastery in fostering motivation. Despite the positive impact of creative strategies, teachers faced challenges such as time constraints, curriculum demands, and a lack of resources, which limited the consistent implementation of these strategies. This study contributes to the growing body of research on creative teaching practices in vocational education and offers practical insights for improving IRE teaching strategies and motivating students in vocational school settings.

The Vocational High School students often face challenges in transitioning from the academic environment to the workforce, particularly in non technical skills. To address the crucial need for soft skills development, a One Day Workshop was implemented focused on professionalism, ethics and safety culture for the students. The workshop entitled “From School to the Workplace: Professionalism, Ethics and Safety,” was held at SMKN 1 Muara Teweh and employed interactive methods, including direct instruction on growth mindset and personal branding, case study discussions and group brainstorming sessions. A Pre-Test and Post-Test were conducted to measure changes in knowledge and perceptions. Key findings revealed a 13% reduction in fixed mindset misconceptions, a 10% increase in the recognition of work integrity and 10% improvement in understanding the purpose of Occupational Safety and Health (OSH). Perception of failure as a learning opportunity increased by 24%, belief in the ability to develop skills improved by 14% and a sense of responsibility for safety rose by 10%. Participant feedback on the workshop’s quality was positive in all categories, with mean rating scored 4.6 out of 5 point scale. This workshop proved to be an effective and engaging method for enhancing vocational students’ conceptual understanding of soft skills. The outcomes highlight the necessity of embedding such targeted and interactive refreshment or training sessions within the vocational education curriculum.

This study examines the prevalence and patterns of online aggression among Czech adolescents, including emerging forms such as AI-generated sexual imagery, using a large cross-sectional school-based survey of 42,772 respondents aged 13–17 conducted in 2025. Data were collected via an anonymous online questionnaire capturing 13 behaviourally specific forms of online aggression, and analysed primarily using descriptive statistics, chi-square tests, effect sizes, and a respondent-fixed-effects logistic regression model for platform-specific risk. The results show that online aggression is highly prevalent, with verbal aggression reported by 58.6% of adolescents and 31.9% experiencing regular exposure; notable findings include the emergence of AI-generated nude imagery (7.3%), higher prevalence in vocational school tracks, and a robust association between platform use intensity and reported harm. These findings suggest that online aggression represents a widespread and multifaceted risk affecting adolescents, extending beyond traditional cyberbullying definitions, with important implications for prevention, policy, and the need to address AI-enabled forms of harm and low rates of disclosure among victims.

Using Student Teams-Achievement Divisions (STAD) Strategy To Improve The Students' Speaking Skill at Vocational School

Introduction: The Indonesian Teachers’ Union Federation (FSGI) recorded 23 cases of bullying in educational institutions between January and September 2023. The highest incidence was found at the junior high school (SMP) level, accounting for 50% of cases, followed by elementary school (SD) with 13.5%, senior high school (SMA) with 13.5%, and vocational high school (SMK) with 13.5%. The major contributing factors to bullying among school-aged children include parenting styles, peer influence, and school environment. Method: A quantitative research design with a cross-sectional approach was employed. The study population consisted of 1,021 students, from which a sample of 91 students was selected using simple random sampling. Data collection was conducted through questionnaires: parenting styles were measured using the Parenting Style and Dimensions Questionnaire (PSDQ), while bullying incidents were assessed using the Adolescent Peer Relations Instrument. Univariate analysis was performed using frequency distribution, and bivariate analysis was conducted using the Chi-Square test. Result: The findings revealed a significant relationship between parenting styles and bullying incidents (p = 0.000). Bullying among adolescents in schools was influenced by parental upbringing. Parenting styles play a crucial role in shaping children’s personality and behaviour. Adolescents raised under authoritarian parenting styles were found to be at greater risk of becoming perpetrators of bullying, as they tend to replicate daily family interactions in their social environment. Conclusion: This study concludes that parenting styles significantly influence the occurrence of bullying among adolescents. Authoritarian parenting increases the likelihood of adolescents engaging in bullying behavior. Future research is recommended to further investigate the impact of authoritarian and permissive parenting styles on bullying incidents.

Menstruation is a physiological process that can cause regular iron loss in adolescent girls, thereby potentially reducing hemoglobin levels and increasing the risk of anemia if not balanced with adequate iron intake. The research problem focuses on whether the consumption of iron supplementation tablets affects hemoglobin levels during menstruation among adolescent girls at SMK Maesan. This study aims to analyze the effect of iron supplementation on changes in hemoglobin levels using a quasi-experimental design with a control group pretest-posttest approach. The sample consisted of 30 respondents selected through purposive sampling based on inclusion criteria. Hemoglobin levels were measured using the cyanmethemoglobin or Sahli method, accompanied by standard procedures for administering iron supplements. The results of the Wilcoxon statistical test showed a p-value of 0.000 with α<0.05, indicating that the null hypothesis was rejected and the alternative hypothesis was accepted, meaning that there was a significant effect of iron supplementation on increasing hemoglobin levels during menstruation. These findings confirm that the intervention of iron supplementation is effective in improving hemoglobin levels in menstruating adolescent girls. The novelty of this study lies in emphasizing the effectiveness of controlled iron supplementation interventions among vocational high school adolescents using a pretest-posttest approach, thereby providing practical contributions to anemia prevention efforts from an early age through structured and sustainable school health programs.

This study aims to examine the effectiveness of implementing a conversation-based speaking learning model. Project Based Learning (PjBL) assisted by the SITERBIDIK application in improving the negotiation text speaking skills of Vocational High School (SMK) students. The research used a quantitative approach with a quasi-experimental type of design. Non-Equivalent Pretest–Posttest Control Group Design of the research sample consisted of four classes of tenth-grade students from SMK Negeri 1 Cilacap and SMK Muhammadiyah 1 Cilacap, which included two experimental classes and two control classes. The research instrument was a speaking skills test assessed based on indicators of structural suitability, speaking fluency, pronunciation and intonation, language use, expression and attitude, and cooperation. Data analysis was carried out through normality tests, homogeneity tests, and independent samples t-tests. The results showed that the average speaking skill score of the experimental group was higher than that of the control group in both schools. Hypothesis testing showed a significant difference between the two groups (p < 0.05), so the implementation of PjBL assisted by the SITERBIDIK application was proven to be effective in improving students' speaking skills. These findings indicate that the integration of project-based learning and digital technology can create a more active, contextual, and meaningful learning experience and contribute to improving the community-based learning of vocational high school students.

The development of Higher Order Thinking Skills (HOTS) has become a central objective in contemporary language and literature education, particularly in short story learning, which requires students to interpret meanings, evaluate values, and reflect on social realities represented in literary texts. However, assessment practices in literature learning often remain focused on lower-order cognitive skills and have not fully accommodated critical perspectives that encourage deeper analysis. This study aims to describe the implementation of HOTS-oriented short story assessment in Indonesian language learning by integrating a feminist perspective as a framework for critical literary analysis. The research employed a qualitative descriptive approach conducted in a vocational high school context. Data were collected through document analysis, classroom observation, and the examination of students’ assignments related to short story learning activities. The findings indicate that HOTS-based assessment tasks, such as analytical questions, evaluative responses, and reflective writing, encourage students to develop interpretative, critical, and reflective thinking when engaging with literary texts. Students were able to analyze narrative conflicts, evaluate gender relations represented in the stories, and connect textual meanings with broader social experiences. The integration of a feminist perspective in literary assessment adds a dimension that promotes critical awareness of social and gender issues while strengthening higher-order thinking processes. This study contributes to the development of literary learning assessment by demonstrating that integrating HOTS and feminist perspectives can support more contextual, critical, and meaningful practices of literature learning.