Joni Wuryanto, Anan Sutisna, Yetti Supriyati Saefudin
Indonesia’s Vocational High School Center of Excellence (SMK PK) Program seeks to enhance vocational education quality and strengthen graduate readiness for the labor market, yet alignment between school outputs and industry needs remains limited. This study evaluates the influence of facilities, teacher competence, curriculum implementation, and learning innovation on student learning outcomes using the Kirkpatrick Model to address the urgency of evidence-based improvements in vocational education. A mixed-methods sequential exploratory design was applied, and purposive sampling was used to select school principals, teachers, and program managers directly involved in the SMK PK program. Data were obtained through document analysis, interviews, observations, and questionnaires. Path analysis revealed that school facilities (X1), teacher competence (X2), and learning innovation (X4) significantly and positively affected student learning outcomes (Y), with path coefficients of 0.576, 0.584, and 0.492 (p < 0.001). Curriculum implementation (X3) showed no significant effect (–0.049, p = 0.326). Additionally, school facilities (X1) and learning innovation (X4) significantly influenced curriculum relevance to industry needs, with coefficients of 0.406 (p < 0.001) and 0.161 (p = 0.002). This study has limitations, including restricted sample coverage due to purposive sampling, the focus on selected SMK PK institutions, and reliance on self-reported data that may introduce bias. Nevertheless, the results provide relevant insights for policymakers and practitioners to refine the SMK PK program and advance Indonesia’s efforts to build a responsive, competitive, and future-oriented vocational education system. © 2026, Iquz Galaxy Publisher. All rights reserved.
Educational Research and Evaluation, Universitas Negeri Jakarta, Indonesia
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