Deep Vocational Learning for Agricultural Competence and Character Formation
DOI:
https://doi.org/10.31538/adrg.v6i2.3161Keywords:
Deep Vocational Learning, Authentic Learning, Agricultural Vocational Education, Character Building, Work ReadinessAbstract
This study aims to analyze the implementation of deep vocational learning in Food Crops and Horticulture Agribusiness (ATPH) learning and its contribution to strengthening the competencies and character building of students at SMKN 2 Tanah Grogot. The study used a qualitative approach with a case study design. Data were collected through participatory observation, semi-structured interviews, and documentation studies involving the principal, the head of the expertise program, productive teachers, and ATPH students. Data analysis was carried out interactively through data reduction, data presentation, and conclusion drawing, while data validity was obtained through source triangulation, technical triangulation, and member checking. The results showed that the implementation of deep vocational learning was able to create more contextual, authentic, and work-oriented learning. Field practice-based learning was proven to improve students' technical competencies, problem-solving skills, learning motivation, work readiness, and shape students' character of discipline, responsibility, cooperation, and independence. In addition, authentic learning experiences helped students develop a professional mindset and entrepreneurial spirit in the field of agricultural agribusiness. This research confirms that deep vocational learning is a relevant learning approach to strengthen competency-based vocational education through the integration of authentic work experiences, competency mastery, and character development. The study contributes to the vocational education literature by providing empirical evidence that deep vocational learning functions not only as a strategy for improving technical competence and work readiness but also as an integrated pedagogical framework that simultaneously fosters professional character, reflective learning, and entrepreneurial orientation within the context of agricultural vocational education.
Downloads
References
Abraukhova, V., & Zimovetc, A. (2021). Trends in adult complementary education in the modern digital space. E3s Web of Conferences, 273, 12001. https://doi.org/10.1051/e3sconf/202127312001
Acuña, T., Monckton, D., Boersma, M., Bailey, A., & Gracie, A. (2019). Design and Delivery of a Masterclass in Horticultural Business. International Journal of Innovation in Science and Mathematics Education, 27(4). https://doi.org/10.30722/ijisme.27.04.007
Adiyono, A., Jasiah, J., Ritonga, M., & Al-Matari, A. S. (2024). ChatGPT and active learning: A new paradigm for student participation in the classroom. In Empowering Digital Education with ChatGPT (pp. 189-209). Chapman and Hall/CRC.https://www.taylorfrancis.com/chapters/edit/10.1201/9781032716350-13/chatgpt-active-learning-adiyono-adiyono-jasiah-jasiah-mahyudin-ritonga-ali-said-al-matari
Adiyono, M. R., & Sukarno, K. W. (2025). Higher Education Pedagogy. Innovative Educational Assessment with Generative AI: Opportunities, Challenges, and Practical Case Studies, 123.https://books.google.co.id/books?hl=id&lr=&id=1cKWEQAAQBAJ&oi=fnd&pg=PA122&dq=related:qtamQSgJB4wJ:scholar.google.com/&ots=cDEWxbBpXZ&sig=sekT8iSWa0MjGFi027P0mMU--2k&redir_esc=y#v=onepage&q&f=false
Agussuryani, Q., Sudarmin, S., Sumarni, W., Cahyono, E., & Ellianawati, E. (2022). STEM literacy in growing vocational school student HOTS in science learning: A meta-analysis. International Journal of Evaluation and Research in Education (Ijere), 11(1), 51. https://doi.org/10.11591/ijere.v11i1.21647
Barr, R. K. (n.d.). Career development events as a predictor of fall-to-fall retention of first-year college students. https://doi.org/10.32469/10355/79476
Chan, J. (2017). 中国实习劳工. Rural China, 14(1), 82–100. https://doi.org/10.1163/22136746-01401005
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications. https://us2.sagepub.com/en-us/nam/case-study-research-and-applications/book250150
Curto-Reverte, A., Peguera-Carré, M. C., Cobos‐Rius, H., & Vidal-Martí, C. (2025). The role of work‐integrated learning in the European Higher Education Area: A systematic review. Review of Education. https://doi.org/10.1002/rev3.70114
Dahalan, F., Alias, N., & Shaharom, M. S. (2023). Gamification and Game Based Learning for Vocational Education and Training: A Systematic Literature Review. Education and Information Technologies, 1 - 39. https://doi.org/10.1007/s10639-022-11548-w
Edwards-Robb, T. (2025). Industry Partnerships as a Catalyst for Student Success in Career, Technical, and Agricultural Education (Doctoral dissertation, Mercer University). https://www.proquest.com/openview/0339cf2993409a5c4b02e999c646d55e/1?pq-origsite=gscholar&cbl=18750&diss=y
González-Pérez, L. I., & Soledad, M. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
Goodburn, C. (2020). Growing Up in (and Out of) Shenzhen: The Longer-Term Impacts of Rural-Urban Migration on Education and Labor Market Entry. The China Journal, 83, 129–147. https://doi.org/10.1086/705540
Gregson, M., & Gregson, D. (2024). Deeper Than Reason. International Journal of Higher Education Pedagogies, 5(1), 1–18. https://doi.org/10.33422/ijhep.v5i1.592
Hadian, S. Z., Salimi, L., & Fallah, V. (2025). Identifying the Components of a Personal Development Program Model Based on Workplace Learning in the Educational System. Assessment and Practice in Educational Sciences, 3(2), 1-11. https://www.journalapes.com/index.php/apes/article/view/89
Hartini, Q. A. P., Wiyanto, W., Sudarmin, S., & Sumarni, W. (2025). Factors that influence the employability skills of vocational school students: A Systematic Review. F1000research, 14, 586. https://doi.org/10.12688/f1000research.164629.1
Hu, K. (2026). Mapping the Global Landscape: A Retrospective and Prospective Scopus‐Based Bibliometric Review on Business English Research (2000–2025). European Journal of Education, 61(1). https://doi.org/10.1111/ejed.70469
Irawan, D., Sulistiyo, U., & Abrar, M. (2024). Investigation of Differentiated Instruction Model ESP Based on Students’ Needs at Vocational High School in Palembang. PIJED, 3(2), 453–470. https://doi.org/10.59175/pijed.v3i2.323
Jjuuko, R. (n.d.). Youth Transition, Agricultural Education and Employment in Uganda. https://doi.org/10.33612/diss.192191164
Junge, R., Bulc, T. G., Anseeuw, D., Yıldız, H. Y., & Milliken, S. (2019). Aquaponics as an Educational Tool. 561–595. https://doi.org/10.1007/978-3-030-15943-6_22
Kamaruzaman, F., Othman, N. N. J. N., Omar, M., & Zaid, M. (2025). Future Generic Skills for Technical Vocational Education Graduates. International Journal of Learning, Teaching and Educational Research. https://doi.org/10.26803/ijlter.24.3.15
Kholida, S., Niam, S., Qomar, M., & Adiyono, A. (2025). Multicultural education from an Islamic perspective: Building intercultural tolerance in Indonesian primary schools. Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah, 15(2), 212-229. https://doi.org/10.18592/aladzkapgmi.v15i2.18244
Kingkaew, C., Theeramunkong, T., Supnithi, T., Chatpreecha, P., Morita, K., Tanaka, K., & Ikeda, M. (2023). A Learning Environment to Promote Awareness of the Experiential Learning Processes with Reflective Writing Support. Education Sciences. https://doi.org/10.3390/educsci13010064
Lahn, L. C., & Berntsen, S. K. (2023). Frameworking vocational teachers’ digital competences. Nordic Journal of Comparative and International Education (Njcie), 7(2). https://doi.org/10.7577/njcie.5322
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications. https://us2.sagepub.com/en-us/nam/book/naturalistic-inquiry
McGrath, S., & Yamada, S. (2023). Skills for development and vocational education and training: Current and emergent trends. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2023.102853
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage Publications. https://collegepublishing.sagepub.com/products/qualitative-data-analysis-4-246128
Misbah, Z. (n.d.). Teacher-student interaction in competence-based vocational education in Indonesia. https://doi.org/10.18174/477074
Mistamiruddin, E., & Nasri, N. M. (2024). Challenges in Integrating Outcome-Based Education (OBE) in Higher Education Institutions: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(4). https://doi.org/10.6007/ijarped/v13-i4/23378
Mulei, W., Larinde, B., Adefioye, A., Bobo, P., & Woomer, P. L. (2020). Understanding the Perceptions of Secondary School Youth toward Agricultural Careers in Democratic Republic of Congo, Kenya and Nigeria. Journal of International Agricultural and Extension Education, 27(4), 62–78. https://doi.org/10.5191/jiaee.2020.27462
Nasution, I., & Adiyono, A. (2026). Educational Management Before, During, and After Covid-19: A Prisma-Based Statistical Systematic Literature Review. Manajeria: Jurnal Ilmu Manajemen Pendidikan, 5(01), 75-91. https://doi.org/10.52431/manajeria.v5i01.4552
Nugroho, M. N. (2016). Reorientation and Renewal of Indonesia Economy Education Curriculum Paradigm based on Creative Economy, Character Education and Local Cultural Values. https://doi.org/10.2991/gcbme-16.2016.7
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage Publications. https://us2.sagepub.com/en-us/nam/qualitative-research-evaluation-methods/bo%C3%B4k232962
Purwanto, M. B., Hartono, R., & Wahyuni, S. (2023). Essential skills challenges for the 21st century graduates: Creating a generation of high-level competence in the industrial revolution 4.0 era. Asian Journal of Applied Education (AJAE), 2(3), 279-292.https://pdfs.semanticscholar.org/834b/02fb27857b7c5e8dfe83836a0ed47ff737ea.pdf
Ramadani, J. (2026). Strategic Financial Management in Islamic Early Childhood Education: Facility Development and Student Enrollment Growth. Chalim Journal of Teaching and Learning, 6(1), 36-51. https://doi.org/10.31538/cjotl.v6i1.2924
Rank, B. D. (n.d.). Supervised agricultural experience instruction in agricultural teacher education: A national descriptive study. https://doi.org/10.31274/etd-180810-5425
Rank, B. D., & Retallick, M. S. (2016). Synthesis of Contemporary SAE Research 1994–2014. Journal of Agricultural Education, 57(4), 131–145. https://doi.org/10.5032/jae.2016.04131
Roberts, R., & Robinson, S. (2018). The Motivational Changes Pre-Service Agricultural Education Teachers Endure while Facilitating Quality Supervised Agricultural Experiences: A Six-Week Project-Based Learning Experience. Journal of Agricultural Education, 59(1), 225–270. https://doi.org/10.5032/jae.2018.01255
Roe, R. G. (n.d.). An assessment of Iowa agriculture instructors’ needs for technical inservice education and curriculum materials. https://doi.org/10.31274/rtd-180813-9644
Roslin, A. R., Rahmatullah, B., Zain, N. Z. M., Purnama, S., & Yas, Q. M. (2022). Online Learning for Vocational Education: Uncovering Emerging Themes on Perceptions and Experiences. Journal of Vocational Education Studies, 5(1), 1–15. https://doi.org/10.12928/joves.v5i1.6097
Rubenstein, E. D., Thoron, A. C., Colclasure, B. C., & Gordon, J. A. (2016). Supervised Agricultural Experience Programs: An Examination of the Development and Implementation of Urban Programs. Journal of Agricultural Education, 57(4), 217–233. https://doi.org/10.5032/jae.2016.04217
Smalley, S. W., Hainline, M. S., & Sands, K. (2019). School-based Agricultural Education Teachers’ Perceived Professional Development Needs Associated with Teaching, Classroom Management, and Technical Agriculture. Journal of Agricultural Education, 60(2), 85–98. https://doi.org/10.5032/jae.2019.02085
Suhirman, S., & Prayogi, S. (2023). Overcoming Challenges in STEM Education: A Literature Review That Leads to Effective Pedagogy in STEM Learning. Jurnal Penelitian Pendidikan Ipa, 9(8), 432–443. https://doi.org/10.29303/jppipa.v9i8.4715
Tarekegne, C., Wesselink, R., Biemans, H. J. A., & Mulder, M. (2022). Effectiveness of a competence‐based planting support training programme for development agents in Ethiopia. International Journal of Training and Development, 26(3), 381–406. https://doi.org/10.1111/ijtd.12265
Triyono, M. B., Rafiq, A., Djatmiko, I. W., & Kulanthaivel, G. (2023). Vocational education’s growing focus on employability skills: A bibliometrics evaluation of current research. International Journal of Evaluation and Research in Education (Ijere), 12(4), 1791. https://doi.org/10.11591/ijere.v12i4.26001
Tshong, P. K., & Yasin, R. M. (2023). TVET Educational Learning Strategies and their Impact on Students: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences, 13(11). https://doi.org/10.6007/ijarbss/v13-i11/19558
Vertsman, K. G. (2023). Legal Clinical Education in China: A Literature Review. Legal Education Review, 33(1). https://doi.org/10.53300/001c.75203
Vonog, V., & Prokhorova, O. V. (2020). Implementation and Assessment of a Blended Learning Environment in Postgraduate Education. Kne Social Sciences. https://doi.org/10.18502/kss.v4i2.6318
Yamini, V., Singh, K., Antar, M., & Sabagh, E. A. (2025). Sustainable cereal production through integrated crop management: a global review of current practices and future prospects. Frontiers in Sustainable Food Systems. https://doi.org/10.3389/fsufs.2025.1428687
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications. https://us2.sagepub.com/en-us/nam/case-study-research-and-applications/book250150
Yusop, S. R. M., Rasul, M. S., Yasin, R. M., Hashim, H. U., & Jalaludin, N. A. (2022). An Assessment Approaches and Learning Outcomes in Technical and Vocational Education: A Systematic Review Using PRISMA. Sustainability, 14(9), 5225. https://doi.org/10.3390/su14095225
Zhao, Y., & Ko, J. (2024). Vocational teachers’ perceptions on workplace learning in facilitating students’ professional engagement in the context of industry-university collaboration in China. Journal of Workplace Learning, 36(4), 282–297. https://doi.org/10.1108/jwl-12-2023-0197
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Adiyono, Helma, Halimah Tri Banowati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
