Assessment of Learning Domains in Material Technology Courses Using Product Oriented Module in Vocational Education

Abstract

Materials technology practice is learning in the laboratory which is contained in the civil engineering study program. Learning in the laboratory is not only sharpens competencies in the psychomotor domain but also in the cognitive and affective domains. This study has identified measurable and authentic assessments to sharpen competencies in the three learning domains using product-oriented modules during the learning process to produce effective and meaningful learning. The study used the ADDIE method with data analysis using expert judgment involving 4 experts in the field of vocational education and 3 experts in the construction industry. The result showed that the three learning domains using product-oriented modules are very relevant to the competency needs in the world of work in the field of civil engineering.

Contextual Electronics Learning Module in Sociology Learning at Senior High School

“…The learning objectives are abilities, competencies, talents, values and attitudes that are expected to be achieved by students after participating in learning (Castro-Rodríguez et al, 2022). Aspects of contextual characters are seen based on Real world learning characters that motivate students to understand the meaning of subject matter in relation to the context of everyday life (Merck et al, 2021); Student centered which emphasizes learning as an active process in which students construct their own knowledge models (Chen & Tsai, 2021;Sudarman, S. & Ardian, 2021); Meaningful learning relates to the functional aspects of learning related to situations and the application of knowledge in society (Merck et al, 2021;Wijaya et al, 2021); Learning not teaching which emphasizes learning, not teaching. In learning, students are expected to be able to understand the material well, not just memorizing; Problem solving and high order thinking are contextual learning characters that can improve critical thinking skills and foster students' skills, analytical abilities, and creativity to solve problems in real life (Andrianingrum & Suparman, 2019).…”

Improving Critical Thinking Skill Through Team-based Projects, is it Effective?

“…There are many previous studies that have been conducted on the effectiveness of the learning model (Almulla, 2020;Syahra et al, 2020), one of which is a team-based project that can be used as an alternative model to improve communication skills and collaboration skills (Tekad & Pebriana, 2021), helps students to improve interpersonal relationships and social skills (Aranzabal et al, 2022). This model has also been applied to practical courses oriented toward the use of modules that can improve cognitive abilities and innovation skills in Indonesian language courses (Idris et al, 2020;Wijaya, 2017;Wijaya et al, 2021). Team-based projects can increase the average learning outcomes and the percentage of student activity in learning so that they can complete their learning demands (Siyam, 2021).…”

The Effectiveness of Learning with the Team Based Project Method in the Decision Making Technique Course by Using the Product Oriented Module

“…To overcome this problem, this research uses learning module that directed and oriented to (product-oriented module) product. Based on previous research, it is stated that the Product oriented module is very suitable to be used by engineering students in an effort to improve cognitive abilities and innovation skills (Wijaya et al, 2021) (Wijaya, 2017), teaching-learning process (Idris et al, 2020), learning methods that focus on what students can do (Siti et al, 2021), innovation (S. Salmiah, Ana Rusmardiana, Andi Desfiandi, Aswin Aswin, Febrianty Febrianty, Andi Reni, Abdul Nesser Hasibuan, Iswandi Idris, 2020).…”