Development and Validation of the Alpha Generation Learning Style Scale (ALSS) in Indonesian Vocational Education: A Second-Order Confirmatory Factor Analysis

<ns7:p>Background Generation Alpha (born after 2010) requires pedagogical approaches aligned with their digital-native characteristics and Society 5.0 demands. Although digital integration advances in curriculum, many Indonesian vocational schools persist with teacher-centered methods that prioritize technical skills while neglecting essential soft skills teamwork, creativity, and adaptability. This study developed and validated the Alpha Generation Learning Style Scale (ALSS), the first instrument measuring Generation Alpha’s integrated learning preferences in digital vocational settings. Grounded in social constructivism, connectivism, heutagogy, and cybergogy, ALSS comprises four interconnected dimensions: Visual-Digital Learning (VDL), Collaborative Learning (CL), Self-Directed Learning (SDL), and Gamified Learning (GL). Methods Using Cantabrana et al.’s (2019) four-phase framework, the study executed expert validation (n=5), pre-testing (n=35), and empirical testing with 285 stratified vocational students using Classical Test Theory and Confirmatory Factor Analysis (CFA). Results ALSS demonstrated excellent content validity (S-CVI/Ave = 0.981; Aiken’s V &gt; 0.85) and high internal consistency (Cronbach’s α = 0.96). CFA confirmed a strong second-order factor structure (CFI = 0.996; TLI = 0.996; RMSEA = 0.020; SRMR = 0.030), with all dimensions significantly loading onto ALSS (λ = 0.59–0.65, p &lt; 0.001). Self-Directed Learning showed the strongest influence (0.645), followed by Collaborative Learning (0.640) and Visual-Digital Learning (0.627), explaining 35–42% of variance per dimension. Convergent validity (AVE = 0.821–0.864), discriminant validity, and composite reliability (CR &gt; 0.96) were confirmed. Conclusions ALSS is a valid, reliable instrument capturing Generation Alpha’s technology-mediated learning identity. It provides an evidence-based diagnostic framework for personalizing Cooperative Project-Based Learning (Co-PjBL) and transforming Indonesian vocational education toward adaptive, student-centered methods. Integration with computational thinking skills including algorithmic thinking, decomposition, pattern recognition, and abstraction strengthens pedagogical effectiveness. This approach aligns TVET with Society 5.0 demands, enhancing preparation of digitally proficient, computationally literate, collaborative, and autonomous learners.</ns7:p>