Perception of Students Towards Lecturers Teaching Engineering Courses with Industry Experience: A Case Study in Malaysia Technical University

Johan, Kartina

doi:10.1016/j.sbspro.2015.06.372

Cited by 15 publications

(5 citation statements)

References 5 publications

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“…The early approach using experiential learning activities in Malaysia Education has been introduced in 2009 (Tahir et al, 2009) with the target to provide and prepare the students with hands-on and real case study problem. This seems to be agreed with the finding through a study on the graduated students from public university having good academic and facilitates with experiential learning approach and able to produce students who work readiness (Johan, 2015). Besides, instructors should provide practical troubleshooting methods or drill exercises in order to accommodate the learning preference for active learners (Martinez Cartas, 2012).…”

Section: Malaysia Experience In Experiential Learningsupporting

confidence: 60%

The Perceptions of Students’ Experiential Learning in Relation to Theoretical Concept with Real Practice

Noor¹,

Ariffin²,

Darus³

et al. 2020

IJARPED

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By joining theoretical concept with real practice and experience, the students are able to develop their skills, knowledge and values. Thus, they are able to have the skill on problem solving, critical thinking and new experience to the new situations outside. The aim of this paper is to gauge the students' perception on the first-time experience having experiential learning in Basic Hydraulics subject. A total of 120 students were involved in this study and they were divided into two groups; conventional and experiential learning. As for experiential learning, students were requested to find solution according to the real case problem. They need to undergo the process of experiential learning in order to find the solution. Then, self-administrated questionnaires were disseminated among the students who went through the process of experiential learning to gauge their perceptions on the outcome. The results indicate that they have satisfactory results for having experience in experiential learning. They achieved meaningful learning experience through this method which required them to have full involvement along the process of problem solving.

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Section: Malaysia Experience In Experiential Learningsupporting

confidence: 60%

The Perceptions of Students’ Experiential Learning in Relation to Theoretical Concept with Real Practice

Noor¹,

Ariffin²,

Darus³

et al. 2020

IJARPED

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“…Kennedy and Juliet (2013) used the human capital theory to highlight education's role in upgrading the skills of an individual, stating that besides special and technical skills, graduates must also be able to efficiently and effectively function in the working world by equipping themselves with the right employability skills. Johan (2015) found that one of the important performance indicators that show HEIs are providing quality education is the employability of their graduates. In line with this, a critical, indispensable teaching and learning component that could enhance the attributes that make an individual more employable, is curriculum design (Nixon & Williams, 2014;Nguyen, 2014).…”

Section: Curriculum Design and Employability Competencymentioning

confidence: 99%

The effect of curriculum design on the employability competency of Malaysian graduates

Misni¹,

Mahmood²,

Jamil³

2020

10.5267/j.msl

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For a country to support the transition of all economic sectors to a knowledge-driven one, attract foreign investment, and drive labor productivity, it is necessary to have access to skilled workforce. However, there is currently an insufficient talent supply and the workforce demand does not match the talent supply because of low graduate employability stemming from the low quality of higher education in Malaysia. To address this issue, this study proposed a conceptual framework to illustrate the perception of graduates towards the impact of curriculum design, the curriculum vision, the operationalization of the curriculum vision, the curriculum delivery, and curriculum evaluation, on employability competency. A sample of 299 employed graduates participated in this research. Smart Partial Least-Squares (SmartPLS) version 3 software was used to evaluate the hypotheses of the survey. The findings of this study reveal that curriculum design positively and significantly influenced employability competency. Hence, this study contributes important insights into the implementation of effective curriculum design, striking a balance between practical and theoretical bases, in private and public Higher Education Institutions (HEIs).

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“…Menyiapkan kurikulum gabungan antara kurikulum sekolah dengan kurikulum industri Mitsubishi. Kurikulum dikolabarasikan sesuai dengan Sackey, Bester, & Adams (2017); Johan (2015) kolaborasi yang dilakukan dalam pendidikan dimana pembelajaran perlu dikembangkan dan didekatkan pada keadaan industri. Dengan demikian, sekolah sudah mengolaborasikan antara kurikulum pendidikan dengan kualifikasi industri sehingga pembelajaran kelas industri dapat berjalan dengan baik.…”

Section: Aktivitas Proses Pelaksanaan Kelas Industriunclassified

Model Kelas Industri pada Mitsubishi School Program di Sekolah Menengah Kejuruan

Achsani

Kustono

Suhartadi

2020

Jur.Pend.Teo.Pen.Peng.

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Abstract: The focus of learning in Vocational High Schools needs to be emphasized on the mastery of skills, knowledge, attitudes and values needed by industry. This study aims to describe the industrial class model in the Mitsubishi School Program that has been carried out in Vocational High School. The research method this is a qualitative approach with type of descriptive research, object of research is Private Vocational High School Muhammadiyah 6 Rogojampi on MSP industrial grade automotive engineering expertise program. The results of this study are industrial class model begins planning by collaborating with the school and industry and continued with the collaboration of the preparation of the industrial class curriculum between the VHC curriculum and industrial qualifications. The implementation process is adjusted to the curriculum that has been prepared. The evaluation of the industrial class program is carried out after the process of implementing the industrial class by both parties.Abstrak: Fokus pembelajaran di SMK perlu menekankan penguasaan keterampilan, pengetahuan, sikap, dan nilai-nilai yang dibutuhkan industri. Tujuan dalam penelitian ini adalah mendeskripsikan model kelas industri pada Mitsubishi School Program yang telah dilakukan di SMK. Metode penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif, objek penelitiannya yaitu SMK Muhammadiyah 6 Rogojampi pada program keahlian teknik otomotif kelas industri Mitsubishi School Program. Hasil penelitian didapatkan model kelas industri diawali perencanaan dengan melakukan kerjasama antara pihak sekolah dengan industri dan dilanjutkan dengan kolaborasi penyusunan kurikulum kelas industri antara kurikulum SMK dan kualifikasi industri. Proses pelaksanaan disesuaikan dengan kurikulum yang telah disusun. Evaluasi program kelas industri dilaksanakan setelah proses pelaksanaan kelas industri oleh kedua belah pihak.

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Perception of Students Towards Lecturers Teaching Engineering Courses with Industry Experience: A Case Study in Malaysia Technical University

Cited by 15 publications

References 5 publications

The Perceptions of Students’ Experiential Learning in Relation to Theoretical Concept with Real Practice

The Perceptions of Students’ Experiential Learning in Relation to Theoretical Concept with Real Practice

The effect of curriculum design on the employability competency of Malaysian graduates

Model Kelas Industri pada Mitsubishi School Program di Sekolah Menengah Kejuruan

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