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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) · pp. 2686–2697

DOI
10.11591/ijere.v14i4.32221
ISSN
2620-5440, 2252-8822
Published
2025-08-01
Publisher
Institute of Advanced Engineering and Science
Language
eng
License
creativecommons.org/licenses/by-nc/4.0

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 105 co-authorship links · 2 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Hasanuddin University
  • Universitas Halu Oleo
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Afdal AfdalAffiliation unknown6
Miftahul FikriAffiliation unknown4
Lutfi NurAffiliation unknown3
Mundakir MundakirAffiliation unknown3
Idham CholiqAffiliation unknown3
Neviyarni NeviyarniAffiliation unknown3
Rezki HarikoAffiliation unknown3
Zadrian ArdiAffiliation unknown3
Edi PurwantaAffiliation unknown3
Abdul WahidHasanuddin University2
Irfan Maulana SyamAffiliation unknown2
Arief Abdul MalikAffiliation unknown2
Nandang RusmanaAffiliation unknown2
Mohamad MuspawiAffiliation unknown2
Chaereyranba SholehAffiliation unknown2
Sukadiono SukadionoAffiliation unknown2
Fajar SarananiAffiliation unknown1
Nur AzizahAffiliation unknown1
Syaifudin Suhri KasimUniversitas Halu Oleo1
Rety Reka MerlinsAffiliation unknown1
Peribadi PeribadiAffiliation unknown1
Prinob AksarUniversitas Halu Oleo1
Muhammad HasbiAffiliation unknown1
Benny Audy Jaya GosariHasanuddin University1
Sitti FakhriyyahHasanuddin University1
Febri Yanti PanjaitanHasanuddin University1
Endah Murpi NingrumHasanuddin University1
Arie Syahruni CangaraHasanuddin University1
Muhammad Dalvi MustafaHasanuddin University1
Asrina AsrinaHasanuddin University1
Andi AmriHasanuddin University1
Edi SuryadiAffiliation unknown1
Agnes SintiaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, first harvested 8 Nov 2026, last seen 8 Nov 2026.
Original metadata (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>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US"></dc:type>
	<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>
</oai_dc:dc>