TY  - THES
UR  - http://eprints.uny.ac.id/92125/
TI  - Cloud Commerce Learning Ecosystem: A Multilingual Vocational Model For Developing Digital Trade Competencies in Multi-Zone and Cross-Cultural Contexts.
KW  - cloud commerce; digital commerce learning ecosystem; digital literacy; 
multilingual; vocational education.
M1  - disertasi
N2  - This study develops and preliminarily evaluates a conceptual model for a multilingual, 
cross-cultural Cloud Commerce Learning Ecosystem (CCLE) designed to strengthen 
digital commerce literacy, entrepreneurial readiness, and vocational competence in 
increasingly globalized online marketplaces. Addressing persistent challenges, including 
rural?urban disparities in access to digital learning, skill mismatch between academic 
preparation and e-commerce workforce demands, and language?cultural barriers that 
constrain participation in digital trade, the model integrates constructivism, connectivism, 
and the German Dual System into a unified pedagogical framework. CCLE is positioned 
not merely as a digital learning platform but as a holistic ecosystem that embeds 
multilingual instruction, cross-cultural competence, and authentic digital commerce tasks. 
Academic validation by six experts (4 from Indonesia and 2 from Germany) ensured 
theoretical soundness, cultural relevance, and contextual transferability. 
To operationalize the conceptual model, a technical architecture was developed to translate 
pedagogical principles into modular system components, resulting in a functional prototype 
focused on training and assessing product listing competencies: an essential task within 
real digital commerce workflows. The research employed a modified Borg and Gall R&D 
approach encompassing problem identification, model design, expert validation, system 
development, modular prototyping, international alpha testing, refinement, and academic 
dissemination. The intervention was conducted with 100 undergraduate Information 
Systems and Technology students using a pre-test ? intervention ? post-test design across 
cognitive, affective, and psychomotor domains. Learning activities incorporated curated 
instructional videos, ethical narratives, multilingual navigation, and authentic commerce 
simulations. Data sources included expert validation forms, system logs, short-answer tests, 
attitudinal surveys, and rubric-based product listing assessments, with quantitative analysis 
supported by Wilcoxon Signed-Rank, McNemar, Mann?Whitney U, effect size (Cohen?s 
d), and logistic regression. 
Results demonstrate the pedagogical feasibility, operational robustness, and cross-cultural 
relevance of the CCLE model. Significant improvements were observed across all 
domains: cognitive scores increased from 9.17 to 10.78 (d = 0.73), driven by gains in 
product description skills; affective outcomes rose from 1.10 to 2.66 (d = 0.94), reflecting 
a 40?46 percent increase in ethical orientations related to transparency, fair pricing, and 
responsible digital trade; and psychomotor performance improved markedly, particularly 
in visual digital skills (+18 percent). The areas of pricing numeracy and platform 
compliance show no significant improvement, indicating priorities for future instructional 
refinement. The study concludes that CCLE demonstrates potential as an inclusive, 
adaptive, and ethically grounded learning model for platform-based vocational learning. 
The validated conceptual model stands as the primary scholarly contribution, offering a 
scalable foundation for future research in digital commerce education, cross-cultural 
learning ecosystems, and TVET digital transformation.
Y1  - 2026/06/19/
AV  - restricted
A1  - Adi, Priyo Nugroho
A1  - Triyono, Mochamad Bruri
PB  - Sekolah Pascasarjana
ID  - UNY92125
ER  -