Implementation of Project-Based Learning Model and Workforce Character Development for the 21st Century in Vocational High School

Autor/inn/en	Sudjimat, Dwi Agus; Nyoto, Amat; Romlie, Maftuchin
Titel	Implementation of Project-Based Learning Model and Workforce Character Development for the 21st Century in Vocational High School
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Student Projects; Active Learning; Vocational High Schools; High School Students; Engineering Education; Teaching Methods; Values Education; Public Schools; Private Schools; Program Development; Syntax; Program Implementation; Lesson Plans; Reports; Learning Processes; Vocational Education Teachers; 21st Century Skills; Foreign Countries; Teacher Attitudes; Education Work Relationship; Indonesia + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Werterziehung; Public school; Öffentliche Schule; Private school; Privatschule; Programmplanung; Lesson planning; Unterrichtsplanung; Abschlussbericht; Berichten; Learning process; Lernprozess; Ausbilder; Ausland; Lehrerverhalten; Indonesien
Abstract	This study examines the implementation of the Project-based learning model (PjBL) model and 21st-century workforce character development in Vocational High School (VHS). It is based on the Mechanical Engineering Expertise Program as part of revitalization proposed by the Presidential Instruction Number 9 in 2016. The study used both quantitative and qualitative techniques with a sequential explanatory strategy in eleven public and private VHSs in East Java, Indonesia. Vocational teachers were used as the primary data sources. The quantitative study described the planning of the project and the implementation of the PjBL model, as well as its evaluation using structured and unstructured questionnaires. The qualitative analysis deepened and detailed the quantitative findings on the project planning process and implementation syntax. This was achieved through in-depth interviews, observation of the learning process and analysis of various learning documents, including: lesson plans, job sheets, project proposals, and student reports. The results showed that the project is planned by vocational teachers starting with simple to complex workpieces. Also, the implementation can be classified into three, including the pre-PjBL, the PjBL with a simple project, and the model with a real or complex project. The evaluation includes process and product assessment. There are ten 21st century workforce characters developed and integrated into the implementation of the model. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01