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

Heri Yudiono,Pramono Pramono,Basyirun Basyirun

doi:10.21831/jptk.v25i1.23328

Heri Yudiono, Pramono Pramono + Show 1 more

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https://doi.org/10.21831/jptk.v25i1.23328

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Abstract

Vocational education building and development must consider the needs of the industry and the demands of 21st-century skills graduates. For these two requirements, it is necessary to innovate the learning model to improve the students’ learning experience and graduates’ performance. This study aims to develop a production-based learning model that is integrated with 21st-century learning skills to improve skills in mechanical engineering. The study employed focus group discussion and experts’ judgment. This study involved the mechanical engineering lecturers, the head of laboratory at the mechanical engineering department, the head of the department of mechanical engineering, the head of mechanical engineering vocational education, the head of the mechanical laboratory at the vocational schools, mechanical engineering teachers, vocational technology education experts, and curriculum specialists. The results show that the utility, feasibility, propriety, and accuracy of the production-based learning model integrated with 21st-century learning skills met the expected criteria and could be used to improve mechanical engineering skills.

Highlights

Vocational education in the 21st century requires students to be able to produce innovative, inventive, self-motivated, selfdirected, and creative problems solvers to confront more complex global problems.Vocational education is demanded to have economic and strategic functions in increasing economic growth
The results show that the utility, feasibility, propriety, and accuracy of the production-based learning model integrated with 21st-century learning skills met the expected criteria and could be used to improve mechanical engineering skills
Vocational education implementation must be in favor of the creation of more jobs, economic activities, economic growth, economic equity, and welfare pros [1]

Summary

Introduction

Vocational education in the 21st century requires students to be able to produce innovative, inventive, self-motivated, selfdirected, and creative problems solvers to confront more complex global problems. Vocational education is demanded to have economic and strategic functions in increasing economic growth. Human resources which are employable and successful on the 21st century must be able to have knowledge, skills, and expertise such as life and career skills, learning and innovation skills, and information, media, and technology skills [2] The need in society to think and work together on issues of critical. One of the measures to meet the 21stcentury demands is by the implementation of the appropriate learning models. Educational success or failure of the vocational education depends on the teaching and learning process resulting from the choice and implementation of appropriate learning models because the graduates must be ready to work [4]. The production-based learning concept becomes a new learning paradigm in vocational education, in which it integrates the learning based on the academic and industry

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