I am a lecturer in Automotive Technology and Vocational Education at Semarang State University (UNNES), Indonesia, serving since 2019. I earned my bachelor’s degree in Vocational Teacher Training from Sebelas Maret University (UNS), Surakarta, in 2014. From 2013 to 2017, I worked as a vocational high school teacher while pursuing my master’s degree (2015–2017), an experience that deepened my commitment to practice-oriented pedagogy and industry-relevant skills.
In 2017, I transitioned to industry as a trainer at PT Yamaha Indonesia Motor Manufacturing (Yamaha Academy Department), where I served until 2018, developing training modules and capacity-building programs. In 2019, I began my academic career as a lecturer and researcher at UNNES. I actively leverage educational technologies to deliver teaching materials, including digital drawing tools, 3D modeling and 3D printing workflows, and learning management systems such as Moodle. I am currently a PhD candidate at the Linz School of Education, Johannes Kepler University Linz, focusing on the integration of 3D modeling and 3D printing with AI-assisted instruction for engineering drawing in vocational teacher education. My work spans curriculum design, technology-enhanced teaching, and research–industry collaboration to strengthen teacher competencies for Industry 4.0.
I attended the CADGME Conference at the University of Luxembourg in November 2025. The three-day event featured a rich program combining a main conference with multiple parallel sessions, creating space for both keynote perspectives and in-depth thematic discussions. The atmosphere was collaborative and forward-looking, with participants exchanging ideas on technology-enhanced mathematics and engineering education across diverse contexts.
During the conference, I presented two papers. The first—part of my PhD work—examined the 3D modeling competencies of pre-service and in-service vocational teachers in Indonesia, highlighting skill profiles, instructional needs, and implications for teacher training. The second presentation, “Constructivist Pedagogy Meets Digital Innovation: Teachers’ Perceptions of GeoGebra and ChatGPT for Culturally Responsive Numeracy Education,” reported findings from an Austria–Indonesia research collaboration, emphasizing how digital tools can support culturally responsive practice while maintaining strong constructivist principles.