Plan-Do-Review-Share-Happy (Plandoresh) strategy as an effort of developing vocational high school students’ independent learning

Abstract

When computers take over routine tasks at work, a number of employees engage in tasks that require independent problem solving . Current learning systems should encourage students to move beyond the level of thinking that is lower in order to become personally self-sufficient . The purpose of this study was to test the validity of the Plan-Do-Review-Share-Happy (Plandoresh) strategy stages as an effort to develop independent learning for vocational school students. This study used a descriptive method with the aim of obtaining the validity of the Plandoresh strategy stages with a random sample of 78 respondents. The results showed that: 1) the Plan stage is valid with r count > r table of 0.849 > 0.227, 2) the Do stage is valid with r count > r table of 0.873, 3) the Review stage is valid with r count > r tabel 0,856, 4) Tahap Share valid dengan r hitung> r tabel 0,868, 5) Tahap Happy valid dengan r hitung > r tabel 0,929. Hasil ini menunjukkan bahwa tahapan strategi Plandores berlaku untuk diterapkan dalam upaya untuk mengembangkan belajar mandiri untuk kejuruan sekolah siswa.

Improving the Problem-Solving Ability of Prospective Elementary School Teacher Candidates Through Blended Project-Based Learning

“…The focus of learning lies in the core principles and concepts of a discipline, involving students in problem solving investigations and other meaningful task activities, giving students the opportunity to work autonomously in constructing their own knowledge and reaching its peak to produce real products [30]; [31]. Project work can be seen as a form of open-ended contextual activity-based learning and is part of the learning process that places a strong emphasis on problem solving as a collaborative effort carried out in the learning process over a certain period [32]; [33].…”

Strategi Program Vocational Skill untuk Mengembangkan Kewirausahaan Santri

“…Peserta didik harus aktif, penuh minat, dan siap mengadakan eksplorasi serta menggunakan pola partisipatif (learning by doing). Pendidikan yang dilaksanakan dengan menyiapkan peserta didik agar memiliki kemampuan memecahkan permasalahan sesuai perubahan-perubahan dalam membangun cara berlogika yang rasional melalui proses pemikiran yang terbuka dalam menemukan berbagai kemungkinan solusi dari berbagai pengalaman (Aftoni, Susila, Sutiadiningsih, & Hidayatulloh, 2021;Basir & Rahman, 2020;Itohan Oviawe, 2017). Diharapkan dampak dari pendidikan vocational skill adalah masyarakat berpengetahuan yang mampu beradaptasi di masyarakat dan belajar bertindak dalam melakukan perubahan sebagai proses belajar sepanjang hayat (Sandria, Asy'ari, & Fatimah, 2022).…”

Pengembangan Media Pembelajaran Berbasis Aplikasi Kinemaster Untuk Menunjang Belajar Mengajar Siswa Pada Gugus 6 Pirus Martapura

“…Tantangan inilah yang membuat ekosistem belajar dimasa depan terus mengalami perubahan (Fitrawati, Fatimah, and Sari 2021). Menyatukan sumber belajar yang ada di mana-mana dan menjadikan apapun yang ada di sekitar sebagai sumber belajar membuat ekosistem belajar semakin menarik bagi generasi sekarang (Aftoni et al, 2021).…”