Development of Industrial Work Practices With Work-Based Learning (WBL) in Vocational High Schools

Abstract

The purpose of this study is to develop models of the implementation of industrial work practices in vocational high schools with work-based learning models that are valid, practical, and effective in improving the quality of fieldwork. This research was conducted in three Vocational High Schools in the Electronics Engineering major with 84 students and 10 supervisors. Data on the quality of fieldwork is obtained through performance observation sheets and assessment of structured task reports during the industrial work practice process. Analysis of the data in this study uses descriptive statistics to get the quality of the interpretation of the validity and practicality of model development and the level of performance achievements of respondents. The results showed that the development of the WBL training model was interpreted to be very valid with a value of 0.95 and very practical with a practicality percentage of 95.67%. In addition, the WBL model is more effective in improving the quality of fieldwork in terms of knowledge, professional attitudes, work mental readiness, and student independence in the model class significantly higher than conventional classes.

How innovative high school programs grow and scale: a case study on the implementation of an innovative profession-based learning program

“…Work-based learning (WBL) engages students in meaningful work to improve soft skills concurrently with technical skills. The changes seen in industry due to the industrial revolution 4.0 need to be addressed by education to provide our next generation of students the opportunity to participate in jobs that will avoid automation (Kamaruzaman et al, 2020). According to school that produces graduates who will directly enter the workforce must have the abilities and competencies relevant to industries that will be able to compete tightly" (p. 1).…”

“…In the interview with the district administrator one of the early challenges of the program was identified as developing this mission statement. Changes in industry due to the Industrial Revolution 4.0 needed to be addressed from an educational perspective (Kamaruzaman et al, 2020). The district had identified several improvement areas to prepare students for this industrial shift but needed to create a central focus and communicate this to all members involved.…”

“…Due to these changes, schools need to shift their focus and goals for student development. In reference to vocational schools,Kamaruzaman et al (2020) states, "with this condition Vocational High School students as a…”