Product-based Learning Research Articles

Implementation of Product-Based Learning on Welding and Plate Practices II Course Oriented to Infrastructure Needs of the Department of Mechanical Engineering Education UNM

Product-Based Learning (PBL) enables students not only to learn theory, but also to be directly involved in the production process of real goods or projects, so that the practicum skills needed in the industry can be formed more optimally. This research method used is mixmethode. The results showed that the implementation of PBL in the Welding and Plate Practice II course has great potential to develop student skills that are relevant to industry needs and support the department's infrastructure. The results of PBL implementation also reached a score of 4,304 with a percentage of 48.3% in the “Excellent” category, proving the effectiveness of this method in successfully supporting students' technical skills. Nevertheless, some obstacles such as limited laboratory facilities and lack of cross-disciplinary collaboration and industry involvement are still a challenge

Meningkatkan Jiwa Wirausaha Melalui Pengembangan Pembelajaran Berbasis Produk Pada Siswa SMK

This research and development aim to evaluate the learning of creative products and entrepreneurship at Muhammadiyah 1 Vocational High School in Surakarta, develop product-based learning, and assess its suitability in fostering entrepreneurial spirit. The development method used is ADDIE, with 30 students from Class XII A as the experimental group, and 25 students from Class XII B as the control group. The research design adopts a quasi-experimental design known as the non-equivalent control group design. Data were collected through validation, observation, and questionnaires. The study results indicate that the current learning approach in this school is teacher-centered. However, the implementation of product-based learning using the ADDIE model effectively enhances students' entrepreneurial spirit. The T-test shows a significant difference in average scores between the experimental group (27.22) and the control group (2.944). Additionally, the N-Gain test indicates higher effectiveness (64.7450) for product-based learning compared to traditional methods (7.0428). Overall, this research proposes a highly suitable model for the development of product-based learning at Muhammadiyah 1 Vocational High School in Surakarta, with an emphasis on fostering entrepreneurial spirit

A perspective on the synergistic potential of artificial intelligence and product-based learning strategies in biobased materials education

The integration of product-based learning strategies in Materials in Chemical Engineering education is crucial for students to gain the skills and competencies required to thrive in the emerging circular bioeconomy. Traditional materials engineering education has often relied on a transmission teaching approach, in which students are expected to passively receive information from instructors. However, this approach has shown to be inadequate under the current circumstances, in which information is readily available and innovative tools such as artificial intelligence and virtual reality environments are becoming widespread (e.g., metaverse). Instead, we consider that a critical goal of education should be to develop aptitudes and abilities that enable students to generate solutions and products that address societal demands. In this work, we propose innovative strategies, such as product-based learning methods and GPT (Generative Pre-trained Transformer) artificial intelligence text generation models, to modify the focus of a Materials in Chemical Engineering course from non-sustainable materials to sustainable ones, aiming to address the critical challenges of our society. This approach aims to achieve two objectives: first to enable students to actively engage with raw materials and solve real-world challenges, and second, to foster creativity and entrepreneurship skills by providing them with the necessary tools to conduct brainstorming sessions and develop procedures following scientific methods. The incorporation of circular bioeconomy concepts, such as renewable resources, waste reduction, and resource efficiency into the curriculum provides a framework for students to understand the environmental, social, and economic implications in Chemical Engineering. It also allows them to make informed decisions within the circular bioeconomy framework, benefiting society by promoting the development and adoption of sustainable technologies and practices.

Optimalisasi Soft Skill Pada Lembaga Pendidikan Di Era 4.0

The purpose of this research is to examine and describe the results of research on Soft Skills in Indonesia, especially in the scope of educational institutions. From these findings, it is used as a basis for finding new ways, especially to optimize Soft Skills in Educational Institutions. The research method uses content analysis of articles from 2015-2022 from the Google Schoolar, Scopus.com and Garuda sites which are searched using the keyword "Soft Skill". The research findings show the diversity of optimizing Soft Skills in various Educational Institutions which provides its own challenges for teachers in implementing Soft Skill optimization in the 4.0 era. Thus the teacher needs to apply suitable learning activities to optimize Soft Skills. The new way that teachers can implement, especially in optimizing Soft Skills in Educational Institutions in the 4.0 era, is an effective learning process, carrying out various kinds of training, inserting an understanding of Soft Skills in each learning process using various methods such as project based learning, implementing character education programs students through teaching factory (TEFA), namely research that recommends the application of soft skills by means of product-based learning models (goods/services) through school and industry synergies to produce graduates who are competent according to industry needs.

The Effectiveness of The Product-Based Learning Model Corresponding to Indonesian National Standard Competency (SKKNI) for The Furniture Industry in Learning Applications of Wood Construction

The industrial revolution era has significantly impacted Indonesian education's development. Education is not only monotonous to study students but also provides opportunities to develop themselves according to their interests and talents. In this lecture, students' practicum products usually only become waste and are not yet suitable for use and even worth selling. The researcher plans to develop a Wood Construction Application learning with a product-based learning approach combined with SKKNI no. 61 of 2021, the wood furniture industry standard. This research is essential to find the most suitable strategy or practice in the Wood Construction Applications lecture. This study aims to develop learning based on the wood furniture industry with a product-based learning approach. The type of research used is research and development with the ADDIE model. The targeted outputs are in the form of books. The experimental and control classes' results of the pretest and post-test obtained an average result of pretest 20 and post-test of 93.31. In the control class, the average results of the pretest were 22.5, and the post-test was 73.38. While the results of the N-Gain value in the experimental and control classes, the experimental class obtained a value of 0.92 with a high category. In the control class, a score of 0.65 is included in the medium category.

Product-Based Learning Model through the Alignment of Mechanical Engineering Competencies with Industry

The alignment of the competencies in the industry with vocational school is crucial to develop the graduate skills to comply with industry needs. Competency alignment can be performed through an innovative learning model by integrating the industrial activities into learning activities. This study assessed the feasibility of the product–based learning model to improve the mechanical engineering competence by aligning competencies of the vocational school with industry. This study used experimental research with one group pretest-posttest design. The study employed data analysis consisting of the T-test and the feasibility testing of the model. The effectiveness testing of the model was performed by comparing student’s achievement before and after using the learning model. The feasibility test was conducted on 39 students participating in the subject of Machining Process II. The results of the study revealed that there were significant differences in mechanical engineering competencies before and after using the learning model. These results indicated that the industry and stakeholders need to be involved in each stage of learning.

Steams-Based Entrepreneur Curriculum Development by Empowering Local Potential for Elementary Students

<span lang="EN-US">This study aims to develop a curriculum model of entrepreneurship curriculum based on Science, Technology, Art, Engineering, Mathematics, and Society (STEAMS) by empowering local potential in Kebumen Elementary School and its application to grow the entrepreneurial spirit of students in Kebumen Elementary School. This research is a Research and Development (R&D) research. The development model follows the Four-D model (Define, Design, Develop, Disseminate). The subjects in this study consisted of 8 elementary schools in Kebumen. The instruments used were test sheets, observation sheets, interview sheets, and questionnaire sheets. Data analysis techniques in this study used quantitative qualitative analysis. The results showed that: 1) The development of an entrepreneurial curriculum model based on STEAMS by empowering local potentials to foster the entrepreneurial spirit of elementary school students was successfully implemented; 2) How to foster students' entrepreneurial spirit by compiling syllabus, lesson plans, student worksheets, teaching materials, media, learning resources, and facilities and infrastructure in an integrated manner in product-based learning, extracurricular activities, and habituation; 3) STEAMS-based entrepreneurship learning can foster the entrepreneurial spirit of elementary school students. It recommends practitioners, researchers and stakeholders to empower entrepreneurship with STEAMS in elementary school.</span>

Need analysis development of learning model based on production in multimedia materials in higher education

This study aims to develop a product-based learning model in the Multimedia course at the Information Management D3 Study Program at Mahaputra University Muhammad Yamin Solok. The product of its development is a production-based learning model which is the development of the syntax of a product-based learning model. Development carried out on syntax arrangement and addition of parts in the production process by completing learning activities on promotions and trade based online. a production-based learning model that contains guidelines for using models that have been developed for lecturers. This study uses Research and Development (R and D) research methods, and the development model using ADDIE instructional. The data analysis technique uses descriptive techniques by describing the prevalence and practicality and effectiveness

NETRA Model at Rajarambapu Institute of Technology (RIT): Transform Engineering Campus into Product Innovation Centre – Journey so far

Abstract Statement: Our engineering students must work in interdisciplinary domains, understand customer needs and solve real problems and build proof-of-concept (POC) and prototype products in four years. This process of product based learning must be developed from first year itself and sustained through-out four years in entrepreneurial eco-system. Motivation: With rapid advancements in Industry and pace of Industry 4.0 revolution, Engineering Education must enhance project based learning (Project BL) methodology to product based learning (Product BL). Our engineering students must work in interdisciplinary domains, understand customer needs and solve real problems. Our motivation is to transform engineering campuses into Product Innovation Centers. Statement of Methods: The product orientation starts in the first year of engineering with innovative engineering exploration course. This course is a unique Activity Based Learning Process. All engineering discipline students apply concepts to solve real time multidisciplinary problems. A specially designed Learning Studio and Thinkering Lab enhances learning outcome and students demonstrate their projects in an exhibition. The entrepreneurial talent development also starts in first year by an industry expert designed and delivered hands-on entrepreneurship development course. This elective course is delivered with the outcome of developing students for their own start-up incubation after graduation or before. In the second year, students enhance their product skills-set either through elective product design course or continue to enhance ideas from first year in the Thinkering Lab. In the third and fourth year, we have unique concept of “Living Labs”. Under Living Labs, students develop proof-of-concept and proto-type products under the guidance of Industry experts in interdisciplinary and entrepreneurial environment. We have two platforms in institute, one is IOT and another is Autonomous Electric Vehicle (AEV) platform. In IOT, three departments; Electronics, Computer Science and IT students work together in SMART campus, Agriculture, Healthcare domains to develop IOT prototypes, install them in customer environment for field trials and have at least one key customer. All products have end to end loop taking data from sensors, storing them into cloud and driving output sensors after analytics. In AEV, all seven departments - Mechanical, Electrical, Civil, Automobile, Electronics, Computer Science and IT are involved for their student’s final year Capstone project and built prototype partial Automated Electric Car. The objective of AEV is to provide students interdisciplinary industry environment at the institute and develop product mind-set, quality and customer orientation. After ideas are validated, prototypes are built, students with entrepreneurial mind-set are encouraged form start-up in campus Technology Business Incubator (TBI) and mentored by Industry Experts for start-ups. In summary, product based learning in all four years in interdisciplinary environment under the guidance of industry experts enhances learnings and jump start students to face industry life while in campus itself. We have two Industry Experts in our Institute working with our students, faculty and TBI. Results: The results described here are for one year. We have all 450 first year students completed engineering exploration course and demonstrated 120 mini products in an exhibition. In IOT, we have 15 students, demonstrated 5 products with one start-up formed by students/faculty together. In AEV, we have 50 students, worked on 8 projects and demonstrated working proof of concept of partial autonomous Electric Vehicle. Our Technology Business Incubator has 7 start-ups and received Maharashtra State Innovation Society Rs5Cr funding.

How to Implement Technology Science for Entrepreneurship by Using Product-Based Learning Approach and Participatory Action Learning System in Higher Education?

How to Implement Technology Science for Entrepreneurship by Using Product-Based Learning Approach and Participatory Action Learning System in Higher Education?

Establishing a ‘Centre for Engineering Experimentation and Design Simulation’: a step towards restructuring engineering education in India

ABSTRACTReforms in undergraduate engineering curriculum to produce engineers with entrepreneurial skills should address real-world problems relevant to industry and society with active industry support. Technology-assisted, hands-on projects involving experimentation, design simulation and prototyping will transform graduates into professionals with necessary skills to create and advance knowledge that meets global standards. To achieve this goal, this paper proposes establishing a central facility, ‘Centre for Engineering Experimentation and Design Simulation’ (CEEDS) in autonomous engineering colleges in India. The centre will be equipped with the most recent technology resources and computational facilities where students execute novel interdisciplinary product-oriented projects benefiting both industry and society. Students undertake two projects: a short-term project aimed at an engineering solution to a problem in energy, health and environment and the other a major industry-supported project devoted to a product that enhances innovation and creativity. The paper presents the current status, the theoretical and pedagogical foundation for the centre's relevance, an activity plan and its implementation in the centre for product-based learning with illustrative examples.

The “End of Geography” in Financial Services? Local Embeddedness and Territorialization in the Interest Rate Swaps Industry

This paper provides evidence that the globalization of financial services has not undermined the importance of local embeddedness in world financial centers, among global banks. Using qualitative data from interviews with senior bankers in the interest rate swaps (derivatives) industry in Australia, in this paper I demonstrate the importance of spatial relationships and processes of local embeddedness in the production of swaps. Local embeddedness is attributable to the rapid exchange of financial information in formal dealing networks that serve as central information sources, enabling dealers to formulate a “market feel” that influences their dealing strategies. Information interpretation and decision making in dealing processes and specialist financial labor provide the foundations for the product-based learning orientation of swaps dealing. Dealing networks are underpinned by social relationships, requiring face-to-face interaction that is facilitated by spatial proximity. Although the global swaps industry is dominated by multinational banks, the centrality of these embedded networks impedes globalization in interest rate swaps dealing. The global swaps industry comprises an international network of highly localized but interconnected operations based in world financial centers.

Reality brings excitement to engineering education

The intellectual content and social activity of engineering product development are a constant source of surprise, excitement, and challenge for engineers. When our students experience product-based-learning (PBL), they experience this excitement (Brereton et al., 1995). They also have fun and perform beyond the limits required for simple grades. We, their teachers, experience these things too. Why, then, are so few students and faculty getting the PBL message? How, then, can we put the excitement back in engineering education? In part, we think this is because of three persistent mistakes in engineering education:1. We focus on individual students.2. We focus on engineering analysis versus communication between engineers.3. We fail to integrate thinking skills in engineering science and engineering practice.

The Limits to Globalization: Technology Districts and International Trade

AbstractThe proportion of traded goods in world output has been rising steadily over the past several decades. When we look at specific products exported by the advanced industrial nations, increasing export specialization is evident. Such specialization cannot be explained by conventional notions of comparative advantage, nor entirely by the new trade theory based on economies of scale. Rather, a significant proportion must be due to technological or “absolute” advantages on the part of the specialized exporter, and a significant dimension of technological advantage is product-based and renewed through learning, giving rise to dynamic economies of variety as a source of export specialization. Industries characterized by such product-based learning and absolute advantage tend to have important developmental effects on their host economies because they earn quasi-rents. Such industries also tend to be organized into production networks combining the advantages of specialization and flexibility, which are k...