Abstract
This study aimed to analyze the influence of internship as a form of the WBL model to LIS students, in terms of the assessment theory of work-based learning and framework of 21st-century skills. The method used is descriptive quantitative, with respondents students who have done internships. The results showed that there are significant WBL (X) on critical thinking and problem-solving skills (Y1), indicated by the results of the significance value 0.000 <0.050 probability and the value of t, the obtained value of tcount 6.177 > ttable 2.024. Next, there is the influence of WBL (X) on communication skills (Y2), seen from the significance value of 0.000 <0.050 probability. Then, for a value of t, obtained the value of tcount 5,039> ttable 2,024. There is the influence of WBL (X) on collaboration skills (Y3), seen at a significance value of 0.000 <0.050 probability. Then, for a value of t, the obtained value of tcount 5,405 > ttable 2,024. There is no significant and positive relationship between the implementation of WBL and students' Creativity and Innovation skills (Y4). This can be seen when the linearity test is carried out. The implementation of an internship can contribute to the development of skills covered in LIS, except for creativity and innovation skills.
Highlights
The implementation of education is required to be able to equip graduates with the knowledge, and some other skills to prepare graduates to enter the workforce and be able to compete with all the changes
This study aims to analyze the influence of the implementation of internships on students' learning innovation skills (LIS)
Based on the results of the research analysis, it can be concluded that: (1) there is a positive and significant influence between the implementation of WBL (X) and on Critical Thinking and problem solving skills (Y1). This can be seen in the R Square value of 0.501. This value means that there is an influence of implementation of WBL (X) on critical thinking and problem-solving skills (Y1) of 50.1%, while 49.9% of critical thinking and problem-solving skills are influenced by substances other variables not studied; (2) there is a positive and significant influence between the implementation of WBL (X) and on communication skills (Y2)
Summary
The implementation of education is required to be able to equip graduates with the knowledge, and some other skills to prepare graduates to enter the workforce and be able to compete with all the changes These skills that graduates need to succeed in carrying out life after graduation is a part of 21st-century skills (Kivunja, 2014). Stated by Hilton (2015) policymakers and employers have urged have appealed to education implementing institutions to develop 21stcentury skills. These skills are better known as partnership 21st century skills. The need to integrate all the competencies and skills in the 21st century and the era of 4.0 into education (Ghufron, 2018)
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