IJIET 2026 Vol.16(3): 759-771
doi: 10.18178/ijiet.2026.16.3.2548
doi: 10.18178/ijiet.2026.16.3.2548
Agile Teknik Agility Model (AAM): A Peer-Based Behavioral Assessment Framework for Vocational Software Development Education
Umi Sa’adah1,2, Umi Laili Yuhana1,*, Siti Rochimah1, and Maulidan Bagus Afridian Rasyid3
1. Department of Informatics, Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia
2. Department of Informatics and Computer, Politeknik Elektronika Negeri, Surabaya, Indonesia
3. SimHive Group, Surabaya, Indonesia
Email: umi@pens.ac.id (U.S); yuhana@its.ac.id (U.L.Y); siti@its.ac.id (S.R); rasyid@agileteknik.com (M.B.A.R)
*Corresponding author
2. Department of Informatics and Computer, Politeknik Elektronika Negeri, Surabaya, Indonesia
3. SimHive Group, Surabaya, Indonesia
Email: umi@pens.ac.id (U.S); yuhana@its.ac.id (U.L.Y); siti@its.ac.id (S.R); rasyid@agileteknik.com (M.B.A.R)
*Corresponding author
Manuscript received September 1, 2025; revised September 30, 2025; accepted November 4, 2025; published March 17, 2026
Abstract—In educational settings, Agile software development requires both technical skills and important behavioral traits, such as collaboration and resilience, which are essential for effective teamwork. This study presents the Agile Teknik Agility Model (AAM), a peer-based assessment framework designed to measure twelve core agility traits aligned with Agile principles in Vocational Software Development Education (VSDE). The model was integrated into a project-based learning curriculum and evaluated over two semesters with two student cohorts (n = 109) over a two-semester period. The results revealed consistent improvements in key traits, including growth mindset, self-organization, and openness. These findings demonstrate AAM’s potential to capture and enhance behavioral growth in Agile learning environments. By combining peer-assessed Likert-scale instruments with iterative Agile practices, AAM provides a scalable and practical approach to character-focused evaluation in VSDE. The study highlights the importance of structured behavioral assessment as an innovative pedagogical tool in integrating ICT-based learning analytics into vocational software development curricula. Furthermore, additional validation and longitudinal studies are recommended to confirm the model’s robustness and broader applicability.
Keywords—agile education, Vocational Software Development Education (VSDE), peer assessment, learning analytics, behavioral traits, innovative pedagogies
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—agile education, Vocational Software Development Education (VSDE), peer assessment, learning analytics, behavioral traits, innovative pedagogies
Cite: Umi Sa’adah, Umi Laili Yuhana, Siti Rochimah, and Maulidan Bagus Afridian Rasyid, "Agile Teknik Agility Model (AAM): A Peer-Based Behavioral Assessment Framework for Vocational Software Development Education," International Journal of Information and Education Technology, vol. 16, no. 3, pp. 759-771, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).