Prioritizing vocational teacher adaptive capability for industry 4.0: An Analytic Hierarchy Process

Lukman Arhami; Isma Widiaty; Mumu Komaro

doi:10.17509/curricula.v5i3.799

Authors

Lukman Arhami Universitas Pendidikan Indonesia , Universitas Negeri Jakarta
Isma Widiaty Universitas Pendidikan Indonesia
Mumu Komaro Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i3.799

Keywords:

analytic hierarchy process, pedagogical adaptation, teacher adaptive capability, vocational teacher

Abstract

Digital transformation and the Industrial Revolution 4.0 require vocational teachers to adapt comprehensively. However, previous studies have generally examined teacher competency only partially and have not identified the dimensions of adaptation that should be prioritized. This study determines the priority of five dimensions of vocational teacher adaptation: Technology Adaptation (AT), Pedagogical Adaptation (AP), Vocational Content Adaptation (AKK), Teacher Role Adaptation (APG), and Sociocultural Adaptation (ASK). Using the Analytic Hierarchy Process (AHP) method, data were collected from 36 vocational teachers via a paired-comparison questionnaire on a Saaty scale of 1-9. After a consistency test, the responses of three respondents were eliminated, and then the remaining 33 assessments were aggregated using the geometric mean and weighted using the eigenvector method. The results showed that AP received the highest priority (23.2%), followed by APG (22.0%), AT (21.0%), AKK (18.6%), and ASK (15.3%). The Consistency Ratio of 0.063 indicates that the assessments are consistent. These findings imply that vocational teacher development policies should prioritize strengthening pedagogical competence and teachers' professional roles, with technology positioned as a pedagogically integrated learning tool within the Technological Pedagogical Content Knowledge (TPACK) framework.

References

Aas, H. K. (2023). Professional development for inclusive and adaptive education: Lesson study in a Norwegian context. Professional Development in Education, 49(3), 491-505.

Al Husaeni, D. F., Widiaty, I., Mulyanti, B., Abdullah, A. G., Riza, L. S., Suherman, A., & Al Husaeni, D. N. (2025). Trends and impacts of artificial intelligence application in the development of computational thinking skills. Informatics in Education, 24(2), 261-298.

Altamimi, D. H. F. (2025). AI integrating in EFL classrooms: A study on lecturers' adaptation and student outcomes. Arab World English Journal (AWEJ) Special Issue on Call, 11(1), 364-379.

Aruani, S., & Susanti, A. I. (2025). Adaptation of midwifery education curriculum in the fourth industrial revolution. Curricula: Journal of Curriculum Development, 4(1), 419-434.

Balbağ, M. Z., Yenilmez, K., & Turgut, M. (2017). Personal professional development efforts scale for middle school Mathematics teachers: An adaptation study. International Journal of Instruction, 10(4), 325-342.

Chung, S., Zhou, Q., Eisenberg, N., & Wolchik, S. (2019). Threat appraisals and coping responses to stressors: Links to Chinese children's behavioral problems and social competence. The Journal of Early Adolescence, 39(2), 280-305.

Demirtaş, Z., & Arslan, N. (2018). Teachers' achievement goals: A mixed method. Universal Journal of Educational Research, 6(4), 710-720.

Dewi, A. C., Jannah, M., Cantika, A. Z., Aurora, F., & Amirah, A. (2023). Menelusuri jejak guru ideal di era digital. Pendiri: Jurnal Riset Pendidikan, 1(1), 1-8.

Du, X., Chaaban, Y., & Mabrd, Y. A. L. (2019). Exploring the concepts of fidelity and adaptation in the implementation of project based learning in the elementary classroom: Case studies from Qatar. International Journal of Learning, Teaching and Educational Research, 18(9), 1-22.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.

Gupta, K. P., & Bhaskar, P. (2020). Inhibiting and motivating factors influencing teachers' adoption of AI-based teaching and learning solutions: Prioritization using analytic hierarchy process. Journal of Information Technology Education: Research, 19(1), 693-723.

Hermansah, B., Setywati, H., Nasuka, N., & Setiawaty, E. (2025). Enhancing digital competencies through technology integration in vocational education. Jurnal Mentari: Manajemen, Pendidikan dan Teknologi Informasi, 4(1), 40-51.

Husna, K., Fadhilah, F., Harahap, U. H. S., Fahrezi, M. A., Manik, K. S., Ardiansyah, M. Y., & Nasution, I. (2023). Transformasi peran guru di era digital: Tantangan dan peluang. Perspektif: Jurnal Pendidikan dan Ilmu Bahasa, 1(4), 154-167.

Kamaludin, N., Abdullah, A. G., & Komaro, M. (2022). Competency demands of vocational high school graduates in the era of the Industrial Revolution 4.0. Proceedings of the 4th International Conference on Innovation in Engineering and Vocational Education (ICIEVE 2021), 651(1), 51-56.

Kamil, M., Wahyudin, U., Purnomo, P., Nudiati, D., & Sulistiono, E. (2026). Green economy-based deep learning curriculum in Indonesia. Curricula: Journal of Curriculum Development, 5(1), 351-364.

Karaman, P., & Şahin, Ç. (2017). Adaptation of teachers' conceptions and practices of formative assessment scale into Turkish culture and a structural equation modeling. International Electronic Journal of Elementary Education, 10(2), 185-194.

Khaira, H. S., Al Hafizh, M. F., Darmansyah, P. S. A., Nugraha, H., & Komara, D. A. (2023). Analysis of needs and teachers' perception towards business teaching materials at SMA Labschool UPI. Curricula: Journal of Curriculum Development, 2(2), 299-314.

Kim, J. S., Burkhauser, M. A., Quinn, D. M., Guryan, J., Kingston, H. C., & Aleman, K. (2017). Effectiveness of structured teacher adaptations to an evidence-based summer literacy program. Reading Research Quarterly, 52(4), 443-467.

Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)?. The Journal of Education, 193(3), 13-19.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Larsson, M., & Olin-Scheller, C. (2020). Adaptation and resistance: Washback effects of the national test on upper secondary Swedish teaching. The Curriculum Journal, 31(4), 687-703.

Latif, M. A., Widiaty, I., & Abdullah, A. G. (2024). Weighting of green competencies in vocational education using Fuzzy Analytical Hierarchy Process (FAHP). Journal of Engineering Science and Technology, 19(4), 40-47.

Liljenberg, M., & Blossing, U. (2021). Organizational building versus teachers' personal and relational needs for school improvement. Improving Schools, 24(1), 5-18.

Malik, S., Rohendi, D., & Widiaty, I. (2019). Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) integration: A literature review. 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018), 1(1), 498-503.

Putra, R. C., Barliana, M. S., Komaro, M., & Hamdani, A. (2025). Bridging theory and practice: A systematic review of work-integrated learning frameworks in vocational education. Journal of Vocational Education Studies, 8(2), 368-386.

Rahmawati, S., Abdullah, A. G., & Widiaty, I. (2024). Teachers' digital literacy overview in secondary school. International Journal of Evaluation and Research in Education, 13(1), 597-606.

Rahmawati, S., Abdullah, A. G., & Widiaty, I. (2025). Digital skills in technical and vocational education: A data-driven analysis of TVET competency trends. Journal of Vocational Education Studies, 8(2), 525-546.

Rahmawati, S., Abdullah, A. G., Widiaty, I., & Islami, A. R. (2022). The distributions of vocational high school teachers' Advanced Digital Competence (ADC). Journal of Technical Education and Training, 14(2), 190-201.

Rosyiddin, A. A. Z., Fiqih, A., Nugraha, H., Hadiapurwa, A., & Komara, D. A. (2023). The effect of interactive PowerPoint media design on student learning interests. Edcomtech: Jurnal Kajian Teknologi Pendidikan, 8(1), 12-24.

Shinno, Y., & Mizoguchi, T. (2021). Theoretical approaches to teachers' lesson designs involving the adaptation of mathematics textbooks: Two cases from kyouzai kenkyuu in Japan. ZDM - Mathematics Education, 53(6), 1387-1402.

Son, P. N., & Thuan, N. T. (2026). Prioritizing digital skills for secondary school teachers: An analytical hierarchy process approach. TEM Journal, 15(1), 716-727.

Suwandi, M., Fauzi, K., & Alfat, M. (2022). Learning models innovation in Industrial Revolution 4.0 era. Curricula: Journal of Curriculum Development, 1(2), 101-114.

Teece, D., Peteraf, M., & Leih, S. (2016). Dynamic capabilities and organizational agility: Risk, uncertainty, and strategy in the innovation economy. California Management Review, 58(4), 13-35.

Thammaboribal, P., Tripathi, N. K., & Lipiloet, S. (2025). Using of Analytical Hierarchy Process (AHP) in disaster management: A review of flooding and landslide susceptibility mapping. International Journal of Geoinformatics, 21(4), 177-196.

Tsani, T., & Salomo, R. V. (2025). Penggunaan Analytic Hierarchy Process (AHP) dalam pemilihan tingkat intervensi dan aspek prioritas pengembangan pendidikan vokasi yang memerlukan keterlibatan dunia usaha dan dunia industri. Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS), 6(3), 2351-2361.

Wahyuni, D. S., Agustini, K., & Ariadi, G. (2022). An AHP-based evaluation method for vocational teacher's competency standard. International Journal of Information and Education Technology, 12(2), 157-164.

Wahyuni, I. (2022). Transformasi digital melalui teknologi informasi: Adaptasi peran guru perempuan sekolah dasar pada masa pandemi. SITTAH: Journal of Primary Education, 3(2), 133-144.

Widiaty, I. (2024). Fuzzy AHP for performance analysis: Mapping green curriculum and developing blue curriculum. Journal of Engineering Science and Technology, 19(4), 80-88.

Wild, A., Galosy, J., Kagle, M., Gillespie, N., & Rozelle, J. (2018). Teacher agency over curriculum and professional learning: Lock-step. Journal of Professional Capital and Community, 3(4), 306-320.

Yanti, A. A., & Fernandes, R. (2021). Adaptasi guru terhadap pembelajaran pada masa pandemi COVID-19 (Studi kasus Guru MAN 2 Kota Padang Panjang). Jurnal Perspektif, 4(3), 459-471.