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The evaluation analysis of gender vocational students on traumatic experience in educational context

International Journal of Evaluation and Research in Education (IJERE) · Vol. 14 No. 4 (2025) · hlm. 2686–2697

DOI
10.11591/ijere.v14i4.32221
ISSN
2620-5440, 2252-8822
Terbit
2025-08-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Students, including vocational school students, are vulnerable to traumatic experiences (TE). Students still look normal but experience stress that interferes with learning activities. TE can be observed through positive psychological attributes such as self-love (SL), compassion, gratitude, and happiness. This study aimed to explore the gender-specific views of vocational school students regarding their TE to provide results that can be the basis for the implementation of gender-differentiated interventions in schools. A cross-sectional survey using quantitative methods was conducted and involved 498 vocational school students in West Sumatra, Indonesia. Data were collected using questionnaires with reliability from the range of 0.74-1 through reliability analysis and also analyzed in a multi-group setting through structural equation model (SEM) on SmartPLS 3 application. Importance-performance map analysis (IPMA) method was also used to assess the functionality of variables in the study. The results showed that positive psychological attributes interact, relate, and have a role in the TE of vocational students, including in the evaluation of gender analysis. The results of the study can be a reference to reduce the impact of TE for vocational students, especially by gender-specific vocational schools. For future research, TE can be studied with other positive psychological attribute variables over a longer period of time.

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37 penulis · 136 tautan kepenulisan bersama · 72 lintas organisasi

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  • Universitas Negeri Padang
  • Yogyakarta State University
  • Indonesia University of Education
  • State University of Malang
  • Hasanuddin University
  • State University of Semarang
  • SEGi University
  • Organisasi lain
  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Afdal AfdalUniversitas Negeri Padang3
Lutfi NurIndonesia University of Education2
Firman FirmanHasanuddin University2
Miftahul FikriUniversitas Negeri Padang2
Edi PurwantaYogyakarta State University2
Widya MultisariState University of Malang1
Amin BudiaminIndonesia University of Education1
Nandang RusmanaIndonesia University of Education1
Riesa Rismawati SiddikIndonesia University of Education1
Muthmainah MuthmainahState University of Semarang1
Mariani Binti Md NorSEGi University1
Arief Abdul MalikSiliwangi University1
Mohd Suhadi Mohamed SidikSultan Abdul Halim Mu'adzam Shah International Islamic University1
Hendra HidayatUniversitas Muhammadiyah Jakarta1
Umi Anugerah IzzatiUniversitas Negeri Surabaya1
Alfaiz AlfaizUniversitas Masoem1
Zadrian ArdiUniversitas Negeri Padang1
Nur HidayahState University of Malang1
Firman FirmanUniversitas Negeri Padang1
Suresh ThanakodiNational Defence University of Malaysia1
Neviyarni NeviyarniUniversitas Negeri Padang1
Mega IswariUniversitas Negeri Padang1
Indah SukmawatiUniversitas Negeri Padang1
Mardianto MardiantoUniversitas Negeri Padang1
Rezki HarikoUniversitas Negeri Padang1
Muhammad Nur WangidYogyakarta State University1
Yuli NurmalasariUniversity of Malaya1
Ahmad Chandra JayaYogyakarta State University1
Syaninda Putri Asyifa SiregarYogyakarta State University1
Ismarini Bekti SetianiYogyakarta State University1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">The evaluation analysis of gender vocational students on traumatic experience in educational context</dc:title>
	<dc:creator>Firman, Firman</dc:creator>
	<dc:creator>Hafina, Anne</dc:creator>
	<dc:creator>Suwarjo, Suwarjo</dc:creator>
	<dc:creator>Karneli, Yeni</dc:creator>
	<dc:creator>Tririzky, Reza</dc:creator>
	<dc:creator>Asri, Robbi</dc:creator>
	<dc:creator>Syahri, Lia Mita</dc:creator>
	<dc:subject xml:lang="en-US">Educational context; Evaluation gender analysis; Multi-group analysis; Traumatic experience; Vocational students</dc:subject>
	<dc:description xml:lang="en-US">Students, including vocational school students, are vulnerable to traumatic experiences (TE). Students still look normal but experience stress that interferes with learning activities. TE can be observed through positive psychological attributes such as self-love (SL), compassion, gratitude, and happiness. This study aimed to explore the gender-specific views of vocational school students regarding their TE to provide results that can be the basis for the implementation of gender-differentiated interventions in schools. A cross-sectional survey using quantitative methods was conducted and involved 498 vocational school students in West Sumatra, Indonesia. Data were collected using questionnaires with reliability from the range of 0.74-1 through reliability analysis and also analyzed in a multi-group setting through structural equation model (SEM) on SmartPLS 3 application. Importance-performance map analysis (IPMA) method was also used to assess the functionality of variables in the study. The results showed that positive psychological attributes interact, relate, and have a role in the TE of vocational students, including in the evaluation of gender analysis. The results of the study can be a reference to reduce the impact of TE for vocational students, especially by gender-specific vocational schools. For future research, TE can be studied with other positive psychological attribute variables over a longer period of time.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2025-08-01</dc:date>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/32221</dc:identifier>
	<dc:identifier>10.11591/ijere.v14i4.32221</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 14, No 4: August 2025; 2686-2697</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v14i4</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/32221/14534</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2025 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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