Model penyelenggaraan work-based learning pada pendidikan vokasi Diploma III Otomotif

Abstract

Penelitian bertujuan: (1) menemukan model penyelenggaraan work-based learning pada pendidikan vokasi program Diploma III Otomotif yang dapat meningkatkan kualitas hasil belajar; (2) mengetahui luaran penyelenggaraan work-based learning dengan model yang dikembangkan. Penelitian R&D dan eksperimen ini dilaksanakan di beberapa pusdiklat/training center berbagai APM (Agen Pemegang Merek) Otomotif di Jakarta, Karawang, Tangerang, dan Bekasi. Populasi penelitian: seluruh mahasiswa Diploma III program studi Teknik Otomotif yang melaksanakan program pengalaman lapangan/praktik industri di provinsi Daerah Istimewa Yogyakarta dan Jawa Tengah. Dua kelompok mahasiswa sebagai sampel penelitian berjumlah 100 mahasiswa ditentukan dengan teknik purposive sampling yang meliputi 3 PTN dan 3 PTS di DIY dan Jawa Tengah. Eksperimen dilaksanakan dengan rancangan faktorial 2 x 1. Validasi isi dilakukan dengan expert judgement dan analisis faktor dan reliabilitas butir dengan formula Alpha Cronbach dan KR-20. Data dianalisis dengan analisis deskriptif, korelasi, regresi, jalur, uji-t dengan bantuan program SPSS.17 dan Structural Equation Modeling (SEM) dengan bantuan program LISREL 8.80, taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa: (1) model WBL Rolling Terpadu cocok digunakan dalam penyelenggaraan program work-based learning Diploma III Otomotif untuk meningkatkan kualitas hasil belajar; (2) luaran (output) dari model WBL Rolling Terpadu yaitu: pengetahuan mekanik otomotif, sikap profesional, kesiapan mental kerja, dan kemandirian mahasiswa pada kelas model lebih tinggi secara signifikan dibanding kelas konvensional. WORK-BASED LEARNING IMPLEMENTATION MODEL IN AUTOMOTIVE DIPLOMA III VOCATIONAL EDUCATIONAbstractThis research was aimed at: (1) finding the work-based learning implementation model in Automotive Diploma III program, (2) revealing the WBL performance outputs. R&D and experimental research was conducted at several training centers of automotive authorized dealer agencies or (APM) in Jakarta, Karawang, Tangerang, Bekasi. The population were students of Automotive Diploma III study program who were trained in industrial attachment program in Central Java and Yogyakarta Special State provinces. Two groups of 100 students as subject with purposive sampling techniques. Experiment was conducted with 2x1 factorial design. Validity was examinded by expert judgment and by factors analysis. Cronbach’s Alpha formula and KR-20 were used to examine the reliability. Data were analyzed by correlation, multiple regression, path, and t-test with SPSS ver.17. Goodness of Fit model were tested by Structural Equation Modeling (SEM) with LISREL 8.80. The results show that (1) WBL Rolling Terpadu model is fit to improve performance outputs in the implementation Automotive Diploma III work-based learning program, (2) outputs of WBL Rolling Terpadu model are initial automotivemechanic knowledge, professional attitude, work mentally readiness, and personality attitude. These outputs of the experimental group in student work-based learning performance are higher than that of control group.

Implementation of Work Based Learning as an Effort to Increase Student Competence in Vocational Midwifery Education

“…The results of this study are in line with Siswanto's 2012 study with the result that learning with the Work Based Learning model has a significant influence on cognitive aspects of automotive mechanics, professionals in affective, mentally prepared to work and independence in doing work [16]. A similar sentiment was also conveyed by sebayang in 2017 according to the results of his research that an increase in student competence in the ability to install ceramics through learning with Work Based Learning models [17].…”

Development of Life-Based Teaching Material on Welding Fields to form Entrepreneurial Characters

“…Recent research results conclude that the use of workbased learning approaches in education has a positive influence in achievement, motivation, and continuation of education [11].…”

“…Research and evaluation studies on work-based learning show a correlation between outputs and graduate outcomes with learning structures that schools and industry provide the workplace experience. When program objectives, workplace-based curriculums, and experiences are designed and applied with adequate staff support and are properly evaluated, the program will have a positive impact [11].…”

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

“…Some competencies that must be possessed by students to be ready to work in certain areas of expertise relevant to industry competencies include knowledge competence, professional attitude, work mental readiness, and independence (Siswanto, 2013). From the field survey conducted, the implementation of the industrial work practices activities from start to finish has not been arranged as expected because there is no such binding cooperation between the industrial worlds.…”

“…From these problems industrial work practices with work-based learning (WBL) are seen to be the right solution to improve the quality of fieldwork results from aspects of knowledge, professional attitude, work mental readiness, and student independence (Braham & Pickering, 2007;Fallow & Weller, 2000;Garnett, 2008;Siswanto, 2013). In this article, researchers review the findings obtained in fieldwork activities.…”