Khojanatun Khojanatun, Adhi Kusumastuti, Ade Novi Nurul Ihsani

Development Of A Career Exploration Module To Enhance Career Decision-Making In Vocational Teacher Education

Introduction

Development of a career exploration module to enhance career decision-making in vocational teacher education. Module for vocational teacher students to improve career decisions. Helps PTIK students align values, explore options, and gain confidence.

Abstract

This study developed a career exploration module embedded within the Ethics and Teaching Profession course to help vocational students make thoughtful and informed career decisions. Many students in the Informatics and Computer Engineering Education (PTIK) program often feel uncertain about pursuing a teaching career or entering the technology sector. The module included structured reflection and value-based activities to help students align their personal goals with professional paths. Using the ADDIE model—Analyze, Design, Develop, Implement, and Evaluate—the researchers implemented the module with sixth-semester PTIK students at Institut Prima Bangsa Cirebon. Experts validated the content and media, and classroom trials measured its practicality and impact. Findings showed improved students’ ability to recognize their values, explore options, evaluate consequences, and make responsible choices. As a result, students gained greater confidence and clarity in their career planning, reduced indecision, and demonstrated more substantial alignment between their choices and long-term aspirations. The module supported ethical, realistic, and goal-driven decision-making.

Review

This study presents a timely and relevant effort in developing a career exploration module designed to enhance career decision-making among vocational teacher education students. By embedding this module within the existing Ethics and Teaching Profession course, the researchers effectively address the prevalent uncertainty faced by students in the Informatics and Computer Engineering Education (PTIK) program regarding pursuing a teaching career versus entering the technology sector. The use of structured reflection and value-based activities to align personal goals with professional paths demonstrates a thoughtful pedagogical approach, aimed at fostering deeper self-awareness and informed choice. The application of the ADDIE model for development and implementation, along with expert validation and classroom trials, suggests a robust methodology for creating and assessing the module's effectiveness. The strengths of this work are evident in its positive outcomes. The findings indicate a significant improvement in students' abilities to recognize their values, explore various career options, evaluate potential consequences, and ultimately make more responsible career choices. The reported gains in students' confidence, clarity in career planning, and reduced indecision are crucial indicators of the module's success. Furthermore, the abstract highlights a greater alignment between students' choices and their long-term aspirations, which is a key objective of effective career guidance. The module's capacity to support "ethical, realistic, and goal-driven decision-making" underscores its value not just for career preparation, but for broader professional development. While the abstract provides a strong overview of the module's development and positive impact, the full paper would benefit from elaborating on certain aspects. For instance, quantifying the "improved ability" and "greater confidence" with specific metrics or examples would further solidify the claims. Additionally, discussing the sustainability and long-term effects of this module on students' career trajectories would be valuable, perhaps through a follow-up study. Expanding on the specific challenges encountered during implementation within the Ethics and Teaching Profession course and how they were overcome would also provide practical insights for others seeking to replicate or adapt this model. Overall, this study offers a promising framework for career intervention in vocational education, with potential for broader application.

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