Abstract
Abstract This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.
Highlights
This study evaluated the use of an experiential learning design for vocational education in mechanical engineering
Implementation of experiential learning design uses student worksheets in Basic of Mechanical Engineering subjects on the topic of force and load based on the four Kolb cycles, namely concrete experience, reflective observations, abstract conceptualization, and active experimentation
Positive student responses and attitudes towards experiential-based learning activities. 98.8% of students showed a positive response. It means that experiential learning activities help students in learning Basic of Mechanical Engineering and they like to participate in learning activities and are effectively used in learning as well as to explore the relationship between learning theory and practice
Summary
Abstract: This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb’s stages by considering Felder-Silverman’s student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood.
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