Navigating Industry Demands in Visual Arts Education: A Quantitative CIPP Evaluation of Indonesia's Work-Integrated Learning Initiative for Inclusive Vocational Preparation

Abstract

The rapid expansion of the creative industry requires Visual Communication Design (VCD) higher education to continuously revise curricula for emerging digital technologies, particularly for students with diverse learning needs pursuing inclusive vocational pathways. This quantitative descriptive-evaluative study examines Work-Integrated Learning (WIL) in Indonesian VCD education during the transition from MSIB to Magang Berdampak, using the CIPP (Context, Input, Process, Product) framework at Universitas Negeri Surabaya. Data were collected from 28 MSIB participants via self-assessment questionnaires measuring technical competencies (9 items), non-technical competencies (13 items), implementation challenges (5 items), and perceived curriculum adjustment needs (3 items). Students developed stronger non-technical competencies (M=3.91) than technical competencies (M=3.24), revealing a sharp polarization: strong mastery of traditional skills—Basic Design Theory (4.32), Digital Illustration (4.22), and 2D Graphic Design (4.14)—alongside marked deficiencies in advanced digital competencies: 3D Design (1.88), Game Development (2.11), and UI/UX (2.59). Primary challenges were time management (M=2.61) and applying theory to practice (M=2.32). Students strongly endorsed more intensive industry collaboration (M=4.79) and greater technical skills focus (M=4.75). While MSIB effectively develops professional skills, it insufficiently addresses advanced digital competencies due to concentrated Graphic Design placements and curriculum gaps. Recommendations include curriculum reorientation toward digital competencies, strategic industry partnerships, and policy alignment supporting inclusive WIL implementation.