Learning in Workplace Simulations in Vocational Education: a Student Perspective

Jossberger, Helen; Brand‐Gruwel, Saskia; Wiel, Margaretha W. J. van de; Boshuizen, Henny P. A.

doi:10.1007/s12186-017-9186-7

Cited by 32 publications

(36 citation statements)

References 41 publications

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“…Indeed, in some educational contexts, such as in the vocational training of adults in the Netherlands, there has been a shift away from domain-specific knowledge taught in classrooms (mind work, no body work) exactly because it has been realized that such education does not foster a deep conceptual understanding of workplace knowledge and skills (cf. Biemans, Nieuwenhuis, Mulder, & Wesselink, 2004;Descy & Tessaring 2002;Jossberger et al, 2010Jossberger et al, , 2017.…”

Section: Discussionmentioning

confidence: 99%

Experiential learning – a systematic review and revision of Kolb’s model

Morris

2019

Interactive Learning Environments

411

222

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Kolb's (1984) experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb's model concerns a lack of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb's model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed.

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Section: Discussionmentioning

confidence: 99%

Experiential learning – a systematic review and revision of Kolb’s model

Morris

2019

Interactive Learning Environments

411

222

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“…Selain itu, dapat ditambahkan pula bahwa kekuatan media yang sesuai dengan tujuan dan materi pembelajaran, (Smaldino, Lowther, & Russell, 2012) kepraktisan, serta karakteristik peserta didik merupakan kunci keberhasilan sebuah media (Rusman, 2016). Terlebih jika ditinjau dari materi pada pembelajaran vokasional yang banyak membutuhkan simulasi (Jossberger, Brand-Gruwel, van de Wiel, & Boshuizen, 2017), gambaran riil namun juga harus tetap menarik (Thoma & Ostendorf, 2017) Semua hal tersebut terkonfirmasi oleh Prastiyo, Djohar dan Purnawan (2018) yang mengembangkan serta menggunakan media pembelajaran berbasis daring pada pembelajaran vokasi teknik mesin. Efektivitas media begitu baik bukan hanya karena adanya video yang realistis namun tidak membosankan, tapi juga adanya interaksi, kemudahan kepraktisan dan juga kekinian.…”

Section: Revisi Produk Dan Uji Efektivitas Revisi Produkunclassified

Pengembangan Media Video Presentasi Pada Mata Kuliah Hidrologi Di Universitas Negeri Jakarta

Maulana

Sekartaji

Arthur

et al. 2019

Kwangsan. J. Tek. Pend.

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This research aims to design and develop video presentation media that is applied to the Hydrology course. This research applies the Research and Development (R & D) method with the Borg and Gall model which is limited to small group trials. Media validation is used for expert validation with Aiken's V formula and assessment of students using a test. The validation results show that the media is suitable to be used. The results of the pre-test and post-test that were analyzed by t-test obtained a significant t-count of 5.052 from 36 students. Based on this analysis, it can be concluded that this presentation video learning media is appropriate and effective on a limited scale for learning Hydrology courses in the educational of building engineering, State University of Jakarta. AbstrakPenelitian ini bertujuan untuk merancang dan mengembangkan media video presentasi yang diterapkan pada mata kuliah Hidrologi. Penelitian ini menerapkan metode Research and Development (R & D) dengan model Borg dan Gall yang dibatasi sampai ujicoba kelompok kecil. Validasi media yang digunakan untuk validasi ahli dengan formula Aiken’s V dan untuk penilaian dari mahasiswa menggunakan tes. Hasil validasi menunjukkan bahwa media layak digunakan. Hasil pre-test dan post test yang dianalisis dengan uji t dari 36 mahasiswa diperoleh thitung sebesar 5,052 yang signifikan. Berdasarkan analisis tersebut, dapat disimpulkan bahwa media pembelajaran video presentasi ini layak digunakan dan efektif pada skala terbatas untuk pembelajaran mata kuliah Hidrologi di Pendidikan Teknik Bangunan Universitas Negeri Jakarta.

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“…Self-concept originates and develops in line with the growth of attitudes and behaviour of students, especially as a result of individual relationships with other individuals (Richardson, Mcgowan and Styger, 2017;Marcut and Chisiu, 2018;Stoszkowski et al, 2018). Some experts state that in essence, when individuals are born, individuals do not have knowledge about themselves, do not have hopes that they want to achieve and do not have an assessment of themselves (Bacca, Baldiris and Girona, 2018;Jossberger et al, 2018;Kintu, Kitainge and Ferej, 2019;Smirnova et al, 2019). But over time, individuals begin to be able to distinguish between themselves, other people and objects around them and eventually individuals begin to know who they are, what they want and can make an assessment of themselves.…”

Section: Self-concept As the Mainmentioning

confidence: 99%

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

Mukhadis¹,

Putra²,

Irdianto³

et al. 2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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This study aims to: (1) map self-concept needs in the era of IR 4.0; (2) mapping the graduation capability needs in the era of IR 4.0; and (3) mapping the efforts of universities to increase the absorption of graduates of vocational students. The method used is a qualitative method. Data collection techniques with interviews, documentation, literature review, and observation. The research subjects included lecturers, students, and stakeholders. Data analysis techniques through data reduction, data interpretation and triangulation. Conclusions from this study indicate that: (1) the need for self-concept in the era of IR 4.0 in vocational students includes internal dimensions (the identity self, the behavioural self, the judging self), and external dimensions (physical self, moral ethical self, personal self, family self, social self); (2) the need for graduation capability in the era of IR 4.0 in vocational students includes speed in taking effective and appropriate actions, the ability to map the vision and mission of life, the ability to cooperate with everyone, being able to adapt to all conditions of the work environment; and (3) higher education efforts in the field of vocational education to increase the absorption of graduates of vocational fields including the application of the synchronized curriculum of DU / DI needs, expansion of the number and quality of vocational education institutions, cooperation with graduate users, development of tracer studies, and student entrepreneurship improvement.

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Learning in Workplace Simulations in Vocational Education: a Student Perspective

Cited by 32 publications

References 41 publications

Experiential learning – a systematic review and revision of Kolb’s model

Experiential learning – a systematic review and revision of Kolb’s model

Pengembangan Media Video Presentasi Pada Mata Kuliah Hidrologi Di Universitas Negeri Jakarta

Analysis of Self Concept and Graduation Capability in the Era of Industrial Revolution 4.0 to Increase Absorption of Vocational Student Graduates

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