The Hypothetic Model of Integrated Production-Based Learning with the 21st Century Learning Skills in Mechanical Engineering

Yudiono, Heri; Pramono, Pramono; Basyirun, Basyirun

doi:10.21831/jptk.v25i1.23328

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…Meanwhile, in the standard learning process, it has been determined that learning in Vocational High School must emphasize the implementation of discovery/inquiry, problem-based, and project-based learning models depending on the characteristics of each subject and program of expertise. In vocational education emphasizing the integration of various disciplines and practical abilities based on industry needs, project-based learning (PjBL) is the most appropriate model (Yudiono et al, 2019). Various studies have shown that PjBL can improve the quality of vocational education (Sukamta et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Training effect on teacher ability to implement the 21st century skills in learning

Jaedun‬

Harto

Hastutiningsih

et al. 2022

CJES

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This study aims to evaluate the effect of training on the ability of teachers to implement 21st-century skills learning at the Construction Engineering Vocational School in Yogyakarta. According to the training objectives, descriptive and inference statistics methods measure teacher learning achievement in developing 4C skills. A total of 42 Vocational High School teachers were taken as samples, representing three groups of subjects, basic subjects of expertise (C1), basic skill programs (C2), and competency skills (C3). Data analysis was carried out using descriptive analysis techniques and Manova analysis. Content validation of the research instrument was carried out through expert judgment involving three experts, and the instrument was declared valid, with the Aiken V coefficient of 0.60. The results showed: (1) the level of implementation of learning to develop 4C skills (critical thinking, creativity, collaboration, and communication) at the Construction Engineering Vocational School in Yogyakarta in the good category; (2) obstacles to the implementation of 4C learning are related to teachers' understanding of low 4C learning, overloaded teacher workloads, and the academic abilities of Vocational High School students who are at medium and low levels; and (3) the level of implementation of 4C learning between subject groups is significantly different, while that based on teacher participation in 4C learning training is not significant. Keywords: teacher ability; vocational high school; 21st-century skill; training effect.

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Section: Discussionmentioning

confidence: 99%

Training effect on teacher ability to implement the 21st century skills in learning

Jaedun‬

Harto

Hastutiningsih

et al. 2022

CJES

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“…Soft skills development becomes the priority for the development of learning models and the skills needed by industry. Communication skills, collaboration, creativity, and critical thinking integrated in production based learning can improve student's soft and hard skills (Yudiono, et al 2019). The competency needs are not only significant resource management and mechanical knowledge strengthening, but also developing the competency requirements needed by the industry.…”

Section: Discussionmentioning

confidence: 99%

Need Analysis in Development of Production Based Learning

Yudiono¹

2021

Proceedings of the 2nd Vocational Education International Conference, VEIC 2020, 27th August 2020, Semarang, Indonesia

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The development of vocational education learning requires a needs analysis to ensure that the quality of learning process and outcomes is appropriate with the expected objectives. Needs analysis identifies carefully and in detail the needs of the learning process. This study aims to analyze personal, skills, organization, and facility needs in developing production-based learning models through aligning competencies with industry. The research method used descriptive research with a calculated average. The mapping of knowledge, skills and attitudes are owned by 91.67% of the personal needs. Communication and collaboration skills needs are 93.33%. Creativity and critical thinking need in completing work is 92.50% of the skill needs. Clarity of objectives, procedures, and standard operating procedure for learning implementation is 92.50% of the facility need. Needs analysis in developing production-based learning model are: 1) industry internship, competency mapping; 2) soft skills development and harmony with work culture; 3) Goals and performance targets alignment, and 4) Standard Operating Procedure (SOP) in learning

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“…The production-based learning steps that need to be adopted by the instructors to facilitate their students' learning actively, interactively, and practically. Such an active learning process contributes, as Yudiono et al (2019) argue, integration of efficacy, feasibility, propriety, and accuracy in school production unit steps meet the expected criteria of 21st century learning skills.…”

Section: Work-based Active Learningmentioning

confidence: 98%

“…According to Chukwu and Omeje (2017), school-based production units are connected with expert professional courses and it is a best platform for alternative of students' industrial work experience. Students receive performance and learning experience through school production by focusing areas of expertise, collaboration, critical thinking, and communicating (Yudiono et al, 2019). Work experience in school production unit enhances the production skills needed in industry and other work situations with sufficient exposure to theory and practice.…”

Section: Work-based Experiential Learningmentioning

confidence: 99%

Work-based Learning through School Production Unit in Polytechnic Institutes

Thapa

2023

J. Tech. & Voc. Educ. & Train.

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Work-based learning (WBL) is a planned activity that integrates learning and work together to develop knowledge and skills for future employment. The study focuses on exploring WBL in the school production unit, which is a part of the school laboratory that works for the production of goods, items, or provision of services. This paper synthesizes, compares and contrasts the approaches of the WBL in production unit with the help of the literature through a systemic literature review. The production unit in Technical and Vocational Education and Training (TVET) institutes has been found as a contributive factor to experiential learning, active learning employability and entrepreneurship skills, work-based sustainability for students, and increased cooperation/collaboration learning ability of students. These are major applications of the implementation of WBL through school production units in TVET schools. The paper concludes that TVET education institutions anticipate the production-based modality to ensure the sustainability of WBL.

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The Hypothetic Model of Integrated Production-Based Learning with the 21st Century Learning Skills in Mechanical Engineering

Cited by 4 publications

References 9 publications

Training effect on teacher ability to implement the 21st century skills in learning

Training effect on teacher ability to implement the 21st century skills in learning

Need Analysis in Development of Production Based Learning

Work-based Learning through School Production Unit in Polytechnic Institutes

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