The effectiveness of project tasks on students’ regional potential-based to increase students’ knowledge

Dinda Khaira Latifa; Rezkilaturahmi Rezkilaturahmi

doi:10.58712/jerel.v4i1.175

Authors

Dinda Khaira Latifa Department of Technology and Vocational Education, Graduate School, Universitas Negeri Yogyakarta, Indonesia
Rezkilaturahmi Rezkilaturahmi Department of Educational Research and Evaluation, Graduate School, Universitas Negeri Yogyakarta, Indonesia

DOI:

https://doi.org/10.58712/jerel.v4i1.175

Keywords:

project-based learning, vocational education, engineering student, regional potential

Abstract

The industrial world needs professionals who are able to align the needs of the market. Its intense market competition not only demands the ability to work, but also the ability to create innovative products. Therefore, higher education must prepare excellent graduates with those ability. One of the efforts is to improve the learning model by implementing Project Tasks on Students’ Regional Potential. This study belongs to pre-experimental research with a one-group pretest-posttest design, subjected to 30 students of D3 Mechanical Engineering study program. Based on the research results, it can be concluded that the students who were taught by Project Tasks on Students’ Regional Potential got significant improvement from their pre-test to post-test scores. Consequently, it can be interpreted as there was an effect of the Project Tasks treatment given to research subjects. Therefore, this model can be referred as an effective model to adapt, implemented on learning for vocational higher education.

Downloads

Download data is not yet available.

References

Amamou, S., & Cheniti-Belcadhi, L. (2018). Tutoring In Project-Based Learning. Procedia Computer Science, 126, 176–185. https://doi.org/10.1016/j.procs.2018.07.221

Avitia-Carlos, P., Candolfi-Arballo, N., Rodriguez-Verduzco, J. L., & Rodriguez-Tapia, B. (2022). Conditions for the Development and Certification of Industry 4.0 Technical Competencies. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 17(4), 336–342. https://doi.org/10.1109/RITA.2022.3217135

Hartanto, S., Arifin, Z., Ratnasari, S. L., Wulansari, R. E., & Huda, A. (2020). Developing Lean Manufacturing Based Learning Model to Improve Work Skills of Vocational Students. Universal Journal of Educational Research, 8(3A), 60–64. https://doi.org/10.13189/ujer.2020.081408

Jalinus, N., A, S., & Nabawi, R. A. (2019). A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study. Journal of Technical Education and Training, 11(1). https://doi.org/10.30880/jtet.2019.11.01.005

Jalinus, N., Nabawi, R. A., & Mardin, A. (2017). The Seven Steps of Project Based Learning Model to Enhance Productive Competences of Vocational Students. Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017). https://doi.org/10.2991/ictvt-17.2017.43

Larmer, J., Mergendoller, J., & Boss, S. (2018). Gold Standard PBL: Essential Project Design Elements. Buck Institute for Education.

Moses, K. M. (2016). Improving the quality and competence of technical vocational education and training output through vocational school cooperation with industry: A case study of Uganda. 030060. https://doi.org/10.1063/1.4965794

Rizvi, S., Rienties, B., Rogaten, J., & Kizilcec, R. F. (2020). Investigating variation in learning processes in a FutureLearn MOOC. Journal of Computing in Higher Education, 32(1), 162–181. https://doi.org/10.1007/s12528-019-09231-0

Syahril, S., Jalinus, N., Nabawi, R. A., & Arbi, Y. (2019). The Create Skills of Vocational Students to Design a Product: Comparison Project Based Learning Versus Cooperative Learning-Project Based Learning. Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). https://doi.org/10.2991/ictvet-18.2019.72

Syahril, S., Nabawi, R. A., & Safitri, D. (2021). Students’ perceptions of the project based on the potential of their region: A Project-based learning implementation. Journal of Technology and Science Education, 11(2), 295. https://doi.org/10.3926/jotse.1153

Syahril, Wulansari, R. E., Nabawi, R. A., Safitri, D., Kassymova, G. K., Abishev, A. R., Kiong, T. T., & Heong, Y. M. (2024). Student’s Regional Potential-based Project: TEFA for Schools in Low Industrial Areas. International Journal on Advanced Science, Engineering and Information Technology, 14(5), 1688–1694. https://doi.org/10.18517/ijaseit.14.5.11673

Tommasi, F., Perini, M., & Sartori, R. (2022). Multilevel comprehension for labor market inclusion: a qualitative study on experts’ perspectives on Industry 4.0 competences. Education + Training, 64(2), 177–189. https://doi.org/10.1108/ET-04-2021-0146

Zinchenko, Yu. P., Dorozhkin, E. M., & Zeer, E. F. (2020). Psychological and Pedagogical Bases for Determining the Future of Vocational Education: Vectors of Development. The Education and Science Journal, 22(3), 11–35. https://doi.org/10.17853/1994-5639-2020-3-11-35