MOVING CLASS AS A LEARNING ENVIRONMENT INNOVATION IN VOCATIONAL EDUCATION: EVIDENCE FROM TWO INDONESIAN VOCATIONAL SCHOOLS

Fatma Rosanti; Widiyanti Widiyanti; Nunung Nurjanah; Arvieka Sabilla Putri Setiadi

doi:10.36526/sosioedukasi.v15i3.9060

Authors

Fatma Rosanti Universitas Negeri Malang, Malang, Jawa Timur, Indonesia
Widiyanti Widiyanti Universitas Negeri Malang, Malang, Jawa Timur, Indonesia
Nunung Nurjanah Universitas Negeri Malang, Malang, Jawa Timur, Indonesia
Arvieka Sabilla Putri Setiadi Universitas Negeri Malang, Malang, Jawa Timur, Indonesia

DOI:

https://doi.org/10.36526/sosioedukasi.v15i3.9060

Keywords:

Moving Class, Vocational Education, Learning Motivation, Learning Environment, Infrastructure Management, TVET, Qualitative Case Study

Abstract

The Moving Class System is one of the learning environment innovations that has the potential to improve the quality of learning in Vocational High Schools (SMK), but its implementation in the context of vocational education in Indonesia has not been comprehensively studied. This study aims to analyze the planning process, implementation, supporting and inhibiting factors, and the impact of Moving Class implementation on student learning motivation, teacher professionalism, and facilities and infrastructure management. The study used a qualitative multi-site case study approach at two SMKs in East Java, namely SMK Islam 2 Wlingi and SMK Unggulan NU Mojoagung. Data were collected through in-depth interviews with 22 participants, observation, and document analysis, then analyzed using the interactive model of Miles and Huberman through within-site and cross-site analysis. The results identified four main themes, namely system planning, Moving Class implementation, supporting and inhibiting factors, and their impact on students, teachers, and institutions. Moving Class implementation was proven to increase student learning motivation, strengthen teacher professionalism, and optimize the use and management of school facilities and infrastructure when supported by strong leadership and integrated planning. The novelty of this study lies in the Integrated Moving Class Management Model (IMCM), which combines strategic leadership, integrated planning, dynamic implementation, and pedagogical as well as institutional outcomes in vocational education. These findings provide practical implications as a reference for schools and policy makers in designing more systematic Moving Class implementation to improve the quality of learning and the effectiveness of vocational education management

References

Barrett, P., Treves, A., Shmis, T., Ambasz, D., & Ustinova, M. (2019). The Impact of School Infrastructure on Learning: A Synthesis of the Evidence. The World Bank. https://doi.org/10.1596/978-1-4648-1378-8_ch1

Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications.

Day, C., Gu, Q., & Sammons, P. (2016). The Impact of Leadership on Student Outcomes. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161x15616863

Dede, C., & Richards, J. (2012). Digital Teaching Platforms: Customizing Classroom Learning for Each Student. Teachers College, Columbia University.

Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859

Eliza, E., Zulaihati, S., & Mardi, M. (2023). Peran Motivasi Belajar Sebagai Moderasi Antara Gaya Mengajar Guru Dan Fasilitas Belajar Terhadap Hasil Belajar Komputer Akuntansi Di SMK Swasta Kecamatan Pulogadung Jakarta Timur. Jurnal Riset Pendidikan Dan Pengajaran, 2(2), 322–337. https://doi.org/10.55047/jrpp.v2i2.545

Fullan, M., & Quinn, J. (2015). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. SAGE Publications.

Grannäs, J., Frelin, A., & Östlin, T. (2026). Unpacking flexibility in innovative learning environments - teachers’ experiences in practice. Educational Studies, 52(1), 76–92. https://doi.org/10.1080/03055698.2024.2448781

Gusti, V. Y. K., & Adzima, K. R. (2026). Digital Messaging for Mathematical Understanding: A Systematic Review of Whatsapp Use in Indonesian Junior High Schools. Jurnal Riset Pembelajaran Matematika Sekolah, 10(1), 1–14. https://doi.org/10.21009/jrpms.101.01

Haisunasya, H., Wibowo, A., & Adha, M. A. (2024). Synergy of Peer and Quality of Learning Facilities: The Key to Successful Vocational School Student Achievement. Jurnal Pendidikan Ekonomi, Perkantoran, Dan Akuntansi, 5(3), 536–547. https://doi.org/10.21009/jpepa.0503.01

Hallinger, P. (2020). Science mapping the knowledge base on educational leadership and management from the emerging regions of Asia, Africa and Latin America, 1965–2018. Educational Management Administration & Leadership, 48(2), 209–230. https://doi.org/10.1177/1741143218822772

Hammad, W., Hilal, Y. Y., & Bellibaş, M. Ş. (2024). Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: the role of teacher collaboration and self-efficacy. International Journal of Educational Management, 38(4), 1184–1203. https://doi.org/10.1108/IJEM-09-2023-0441

Hashim, S., Zakariah, S. H., Taufek, F. A., Zulkifli, N. N., Che Lah, N. H., & Murniati, D. E. (2021). An Observation on Implementation of Classroom Assessment in Technical and Vocational Education and Training (TVET) Subject Area. Journal of Technical Education and Training, 13(3), 190–200. https://doi.org/10.30880/jtet.2021.13.03.019

Imms, W., & Byers, T. (2016). Impact of classroom design on teacher pedagogy and student engagement and performance in mathematics. Learning Environments Research, 20(1), 139–152. https://doi.org/10.1007/s10984-016-9210-0

Jonassen, D. (2013). Designing Constructivist Learning Environments 1. In Instructional-design Theories and Models (pp. 215–239). Routledge. https://doi.org/10.4324/9781410603784-12

Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A.-M. (2017). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21(3), 301–320. https://doi.org/10.1007/s10984-017-9254-9

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

Mardiana, D., Sujani, A., Ruhyat, A., Meilani, M., & Hetiawati, R. C. (2025). Optimization of the Management of Maintenance of Educational Facilities and Infrastructure to Improve the Quality of Learning. International Journal of Economy, Education and Entrepreneurship (IJE3), 5(3), 803–817. https://doi.org/10.53067/ije3.v5i3.416

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation. Wiley.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis A Method Sourcebook. SAGE Publication, INC.

Mulyasa. (2022). Manajemen Pendidikan Karakter. Bumi Aksara.

Nurmalina. (2020). Implementasi Sistem Pembelajaran Moving Class untuk Meningkatkan Pengelolaan Sarana dan Prasarana Pendidikan pada SMP Negeri 1 Simpang Mamplam, Kabupaten Bireuen. Jurnal As-Salam, 4(2), 332–344. https://doi.org/10.37249/as-salam.v4i2.206

Panjaitan, K., Sihombing, E., Pasaribu, C. C., & Siregar, C. A. E. (2022). Students’ Difficulties in Speaking Comprehension of Vocational High School Students. ROMEO: Review of Multidisciplinary Education, Culture And Pedagogy, 1(2), 69–74. https://doi.org/10.55047/romeo.v1i2.94

Patton, M. Q. (2008). Utilization-focused evaluation. Sage publications.

Purnama, M. A., & Winarsih, T. (2025). The Influence of Learning Motivation and Learning Environment Quality on Academic Achievement of Gen Z Students. Jurnal Ekonomi Kreatif Dan Manajemen Bisnis Digital, 3(4), 665–683. https://doi.org/10.55047/jekombital.v3i4.950

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860

Situmorang, W. M., Sirait, S. R., Sipayung, V. S., Situmorang, M., & Napitupulu, S. (2022). Speaking Problems in Vocational High School. ROMEO : Review of Multidisciplinary Education, Culture and Pedagogy, 1(2), 87–92. https://doi.org/https://doi.org/10.55047/romeo.v1i2.111

Tippenhauer, N., & Saylor, M. M. (2026). Effects of context on different kinds of fact learning. British Journal of Developmental Psychology, 44(1), 12–19. https://doi.org/10.1111/bjdp.70007

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002

Yin, R. K. (2018). Case study research and applications (6th ed.). Sage Thousand Oaks, CA.