INTEGRATION OF A DIGITAL INNOVATION SYSTEM MODEL IN VOCATIONAL HIGH SCHOOL EDUCATION (SMK) TO SUPPORT THE DEVELOPMENT OF DIGITAL ECONOMY COMPETENCIES

Abstract

The rapid expansion of the digital economy has significantly transformed workforce demands, requiring vocational education institutions, particularly Vocational High Schools (Sekolah Menengah Kejuruan/SMK), to adapt learning systems that are responsive to technological innovation and industry needs. However, many SMKs still face challenges in aligning graduate competencies with the requirements of the digital economy, including limited integration of digital innovation systems in learning, curriculum, and institutional management. This study aims to analyze and synthesize concepts, theories, and research findings related to digital innovation systems within the context of vocational education, with a specific focus on SMK.

This article employs a conceptual review approach through a structured literature study. Data sources include national and international scholarly journals, education policy documents, and institutional reports published from 2020 onwards, focusing on digital economy, innovation systems, vocational education, and digital transformation in education. Literature was collected through systematic searches using academic databases such as Google Scholar, Scopus, DOAJ, and Garuda, followed by selection based on relevance, publication year, and source quality. Data analysis was conducted using descriptive analysis and conceptual synthesis to identify key themes, interrelationships among concepts, and their implications for SMK.

The findings indicate that digital innovation systems in SMK involve the interaction of key actors, including schools, productive teachers, students, industry partners, and government, supported by adequate digital infrastructure and ecosystem readiness. The study identifies essential competencies for SMK graduates in the digital economy, encompassing digital literacy, applied technological skills, entrepreneurial capabilities, and soft skills such as problem solving, collaboration, and technological adaptability. Furthermore, the integration of digital innovation systems in SMK learning can be strengthened through project-based and problem-based learning supported by digital platforms, e-modules, business simulations, gamification, and industry-oriented learning practices. At the institutional level, curriculum alignment with digital economy competencies, the implementation of Teaching Factory (TEFA), link and match with digital industries, and strong policy and leadership support are critical factors for successful implementation.

In conclusion, digital innovation systems provide a strategic framework for strengthening vocational education in SMK to enhance graduate work readiness and competitiveness in the digital economy. This study contributes a conceptual foundation for the development of digitally oriented vocational education models and offers practical implications for policymakers, school leaders, and educators. Future research is encouraged to empirically examine the implementation and effectiveness of digital innovation systems in SMK contexts.