Vocational education aims to prepare students to work in certain fields. The profile of graduates of vocational education must have competencies relevant to 21 st century competency. 21 st century competency is oriented to critical thinking skills. Critical thinking ability is an important skill and must be possessed by students to face the challenges of the 21 st century. Critical thinking skills accommodate learning activities that could improve high-level thinking skills (Higher Order Thinking Skills/HOTS). Therefore, learning management needs to be effective, efficient, and relevant to 21 st century learning. Learning management aims to manage educational resources to create a learning atmosphere and learning process so that students are actively involved and could develop their potential. One method of learning that is able to engage students actively is experiential learning. Experiential learning uses the student-centered learning approach that starts with the premise that the best way to learn is from experience or learning by doing. The objective of this research was to develop learning design of 21 st century learning based on experiential learning in the Basic Mechanical Engineering Design to enhance students' critical thinking skills in vocational education by considering student learning styles. Student learning style preferences were measured using the Felder-Solomon Learning Style Index. This article uses developmental research method by applying ADDIE model. Data was collected through observation, questionnaire, and interview. The results of the validation from the expert learning model showed a validation percentage of 91.48% which meant that the experiential learning model was very feasible to use, while the validation results from learning material experts showed an 88.75% validation percentage which meant the Basic Mechanical Engineering Design material was very appropriate. The initial response of students was positive towards experiential learning. That means students like to be actively involved in a series of experiential learning activities.

Abstract. Wind power has been receiving attention as the new energy resource in addressing the ecological problems of burning fossil fuels. Savonius wind rotor is a vertical axis wind turbines (VAWT) which has relatively simple structure and low operating speed. These characteristics make it suitable for areas with low average wind speed as in Indonesia. To identify the performance of Savonius rotor in generating electrical energy, this research experimentally studied the effect of fin addition for the 'S' shape of Savonius VAWT. The fin is added to fill the space in the blade in directing the wind flow. This rotor has two turbine blades, a rotor diameter of 1.1 m and rotor height of 1.4 m, used pulley transmission system with 1:4.2 multiplication ratio, and used a generator type PMG 200 W. The research was conducted during dry season by measuring the wind speed in the afternoon. The average wind speed in the area is 2.3 m/s with the maximum of 4.5 m/s. It was found that additional fin significantly increase the ability of Savonius rotor VAWT to generate electrical energy shown by increasing of electrical power. The highest power generated is 13.40 Watt at a wind speed of 4.5 m/s by adding 1 (one) fin in the blade. It increased by 22.71% from the rotor blade with no additional fin. However, increasing number of fins in the blade was not linearly increase the electrical power generated. The wind rotor blade with 4 additional fins is indicated has the lowest performance, generating only 10.80 Watt electrical power, accounted lower than the one generated by no fin-rotor blade. By knowing the effect of the rotor shape, the rotor dimension, the addition of fin, transmission, and generator used, it is possible to determine alternative geometry design in increasing the electrical power generated by Savonius wind turbine.

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<span>Student learning outcomes are influenced by the ability of students to understand and the ability of teachers to deliver subject matter. In the delivery of subject matter, appropriate and effective learning models are needed to improve student understanding. This article presents an effective learning model for Creative Products and Entrepreneurship subjects in Vocational School.  The aim of this subject is to form students to have the character, skills, and understanding as an entrepreneur, and to be able to bring up quality young entrepreneurs. To achieve the learning goal, learning activities must involve students directly. The experiential learning model emphasizes the role of active student experience and involvement. Through practice-based learning experiences, students feel more confident in handling jobs in real work. Learning through this model is able to facilitate students in learning so that it could improve student learning outcomes. Therefore, experiential learning is one alternative solution in the Creative Products and Entrepreneurship learning process. The research method used is a review literature by analyzing various relevant sources related to the importance of experiential learning and the challenges of its implementation. Creative Products and Entrepreneurship learning in Vocational Schools is implemented in various forms of production and business-based learning which is a real practice. Through experiential learning, it is expected that entrepreneurial learning objectives could be achieved and young entrepreneurs from Vocational Schools could increase significantly. This is in accordance with the concept of work, continuing study, and entrepreneurship for vocational high school graduates. In addition, it also supports the Entrepreneurial School program as an effort of the government to achieve the vocational high school revitalization target, while at the same time reducing the unemployment rate of vocational high school graduates.</span>

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