The Development of the Interdisciplinary Thematic Learning Model in Vocational Education

Abstract

The Industrial Revolution 4.0 took place along with the rapid development of science and technology so that it spurred every line of life to be able to innovate optimally in facing the challenges of global competition and the emergence of new jobs. The purpose of this study is to develop learning models to provide integrated learning between vocational study programs through Model Interdisciplinary Thematic Learning (INTEL). This research carried out collaboratively by creating a special class collaboration model between 3 vocational study programs (Mechanical Engineering, Electronics Engineering, and Culinary) at the Malang State University Faculty of Engineering. The research method was conducted by research and development of interdisciplinary thematic learning models by taking the theme robotic culinary in Industry 4.0. There are 4 stages of development of INTEL Model, namely: 1) identifying technology in the world of work and student characteristics; 2) analysing instructional learning/competencies that students must have; 3) compiling a collaborative lecture strategy including making syllabus, lesson plans, and lecture modules; and 4) compiling evaluation and evaluation tools for learning implementation. The results of this study are expected to provide real experience in the work world; therefore, it will affect the improvement of competency skills of vocational education students. lectures are not conducted comprehensively with the collaboration, it will be very difficult to provide these

Evaluation of the comprehensive thematic teaching effectiveness and technique/technology in culinary vocational education

“…Since thematic learning is based on the principle of integration, learning activities combine the basic competencies of several types of course content and link them to other concepts they have mastered from the learning experience, not only integrating the subject content, but further emphasizing the application of integrated knowledge, making learning close to life and providing students with meaningful learning experiences (Chen, 2010;Judge, 2009). Therefore, it is consistent with the cross-disciplinary integrated learning emphasized in the 2019 curriculum, which can avoid duplication of course content and wasted teaching time when teaching in separate subjects (Marsono et al, 2019).…”

“…Some scholars have also suggested that this learner-centered approach to learning through investigation or responding to questions can lead to the acquisition of both knowledge and skills (Wang, 2018). However, most of the current research studies on thematic teaching are less focused on technical and vocational education, which requires more soft and hard skills than other forms of education (Marsono et al ., 2019).…”

Improving Student Learning Outcomes by Using the Spider Webbed Model in Thematic Learning Towards Fourth Grade Students of SDN Kaliasin v/284 Surabaya Academic Year 2021/2022

“…Therefore, the teacher determines how the teaching and learning process is carried out. Therefore, teachers must be able to make learning more effective and interesting so that the material presented makes students content and perceive the need to learn the material (Rombe, 2020;(Dunn, Hofmann, Waters, & Witchel, 2011;Marsono, Yoto, Devi, & Mustakim, 2019;Wahyuningsih, Tsuroya, Patmawati, Sunendar, & Anggarasari, 2019).…”

“…It is called systematic because it is carried out using certain principles, including the decision-making process, knowledge application, scientific techniques, and organized activities. With the planning, a program will be implemented and controlled properly because the planning determines the objectives, methods, and others that can support the process of implementing a program (Marsono et al, 2019).…”

“…If it is not revealed, the implementation of the curriculum does not correspond to expectations and is equal to asynchronous learning. The results of this study can be used as a basis to improve the implementation of curriculum 2013, especially in designing holistic thematic learning (Marsono et al, 2019;(EFIE, 2020;Rapih & Sutaryadi, 2018;Rosidah, 2016;Sumasrifah, 2018;Syafrizal, 2015).…”