Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering

This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by consider...

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Autores principales:	Fajar Pamungkas Stephanus, Widiastuti Indah, Suharno
Formato:	article
Lenguaje:	EN
Publicado:	De Gruyter 2021
Materias:	experiential kolb learning style mechanical engineering vocational Engineering (General). Civil engineering (General) TA1-2040
Acceso en línea:	https://doaj.org/article/b694d59bb572433fae071ae28cc53315
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spelling	oai:doaj.org-article:b694d59bb572433fae071ae28cc533152021-12-05T14:10:46ZVocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering2391-543910.1515/eng-2021-0027https://doaj.org/article/b694d59bb572433fae071ae28cc533152021-01-01T00:00:00Zhttps://doi.org/10.1515/eng-2021-0027https://doaj.org/toc/2391-5439This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.Fajar Pamungkas StephanusWidiastuti IndahSuharnoDe Gruyterarticleexperientialkolb learning stylemechanical engineeringvocationalEngineering (General). Civil engineering (General)TA1-2040ENOpen Engineering, Vol 11, Iss 1, Pp 254-268 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	experiential kolb learning style mechanical engineering vocational Engineering (General). Civil engineering (General) TA1-2040
spellingShingle	experiential kolb learning style mechanical engineering vocational Engineering (General). Civil engineering (General) TA1-2040 Fajar Pamungkas Stephanus Widiastuti Indah Suharno Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering
description	This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.
format	article
author	Fajar Pamungkas Stephanus Widiastuti Indah Suharno
author_facet	Fajar Pamungkas Stephanus Widiastuti Indah Suharno
author_sort	Fajar Pamungkas Stephanus
title	Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering
title_short	Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering
title_full	Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering
title_fullStr	Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering
title_full_unstemmed	Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering
title_sort	vocational student's attitude and response towards experiential learning in mechanical engineering
publisher	De Gruyter
publishDate	2021
url	https://doaj.org/article/b694d59bb572433fae071ae28cc53315
work_keys_str_mv	AT fajarpamungkasstephanus vocationalstudentsattitudeandresponsetowardsexperientiallearninginmechanicalengineering AT widiastutiindah vocationalstudentsattitudeandresponsetowardsexperientiallearninginmechanicalengineering AT suharno vocationalstudentsattitudeandresponsetowardsexperientiallearninginmechanicalengineering
_version_	1718371741968891904

Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering

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