procurement of instructional material is 11.47, to operational cost of personnel is 0.50, to
operational of non-personnel is 4.19, and to meet maintenance infrastructure learning is 0.52. 3
sources of funds from the District government more widely used for operational costs teaching-learning
process consisting operational personnel cost is 71,73 and non-personnel operating costs is
38.78, and 36,27 used to maintenance infrastructures learning. 4 sources of community
funds used to cover the shortage of school operating expenses directly or indirectly covering the sharing
fund of procurement of learning facilities is 13.46, to covering personnel operating costs is
11.37, and to covering non-personnel operating costs is 56,76, and maintenance costs of
infrastructure learning facilities is about 64.21
1.5 Learning-Based Production
Learning process in vocational high school, in theoretic way as well as practical based on Three
Level Classification System. According to Bott 1996: 20, this system is usually used to determine
the grade of study in every task given or to determine whether they are master or not with the
study. Three levels Classification System which is showed in the Figure1, will help to determine the
way of vocational high school student learning in theoretically and practically.
The School learning in vocational high school has own characteristic than high school. In this
school, the practice learning gets the most portions than theoretic learning. According to Three Level
Classification System, practical learning include psychomotor
domain.The students’
competencysince the general level to qualified level are the student skill-competency in observing
productive material, solving the practice problem, and easilyadapting the field work or in reaching
specification
Figure 1. Table 1 A Three Level Classification System Bott: 1996.
The School learning in vocational high school has own characteristic than high school. In this
school, the practice learning gets the most portions than theoretic learning. According to Three Level
Classification System, practical learning include psychomotor domain.The students’ competency
since the general level to qualified level are the student skill-competency in observing productive
material, solving the practice problem, and easily adapting the field work or in reaching specification
of the product. The learning actualization of the student in reaching psychomotor domain is using
production-based learning approach.
Production-based learning or usually called production-based training is a kind of education or
training in school through some production of good or service or make a material component of a
certain industry according to specification of the product in the market. According to Sasmita
2007:207-212, the purpose of this production- based learning: 1 create a skilled labor which are
needed in industry as well as could produce a saleable product, and 2 engraft productive
experience in
developing entrepreneurship
motivation in creating a commercial service or product. In line with this, Directorate Education
Vocational High School 1999, states that production-based learning is a learning-skill
process which is created and done according to procedure and work standard in a real job, in order
to create product or service according to market demand.
There is another approach which has the same final purpose with production-based learning, one
of them is project-based learning and work-based learning. Project-based learning is helping the
student in understanding; 1 knowledge and skill and meaningful-use through authentic tasks and
work CORD, 2001; Hung Wong, 2000; Myers Botti, 2000; Marzano, 1992, 2 expanding the
knowledge through extra activities with the support of designing learning process or open-ended
investigation, in which the result or the answer is not fixed by certain perspective, and 3 in a
developing learning process through a real work and cognitive negotiation inter-individual in a
collaborative work field. Affective Domain
Psychomotor Domain General
Knowledge Comprehension
Receiving Observation
Initiation Working
With Supervision Application
Analysis Responding
Valuing Practicing
Qualified Without
Supervision Synthesis
Evaluation Organizing
Characteristics of the Value Complex
Adaptation
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Work-based learningWBL according to Bound 2003 is a learning program which create to
portray the collaboration between vocational high school and work field or industry, as the result this
program could fulfill the student’s need in learning process, and give the contribution to the developing
the company as well as industry. WBL is a formal program in vocational high school. The first aim of
this program is making closer the relation between school and the real work field.
1.6 Theoretic Support on Production-based
Learning Theoretic learning support on productive
workshop in vocational high school on the product oriented which fulfills the consumer’s need is a
learning theory; a constructivism, and b experiential.
According to Mayer 1992, in the learning practice, especially in the last half century, there is
a displacement learning theories, from the behavioristic theory to the cognitive, from the
cognitive to the constructive. The implication of this changing is seen from the perspective that
curriculum as a body of knowledge or skill-transfer is something naïf. If the constructive point of view
about individual as a constructor is acceptable, it is better to see the curriculum as a strategy of study
and a number of tasks. Therefore, there is a changing perspective in the class room. The teacher
is not only as a source of knowledge and the student as the recipient, but they are act as a partner, the
teacher as a critical constructive guidance and instructor. The class room sphere is created
according to the social setting which gives countenance
to the
knowledge and
skill construction Driver Leach, 1993.
Production-based learning is based on the constructivist theory. There is a prominent learning
strategy in constructivist learning, such as a collaborative learning strategy, b the student is
active, c laboratory activity, d field experience, e and solving problem. The main teacher’s duty in
this learning process is to control the student’s idea and interpretation in understanding specification of
a product as industry and consumer’s necessity, and in giving alternative through the implication, data,
and argument.
There are a lot of study declare that constructivism is a theory based on the student
experience in construct their knowledge Murphy, 1997; Brook Brook, 1993, 1999; Driver
Leach, 1993; Fraser, 1995. The constructivist learning is focus on the active learning in order to
get the self-experience, than passive learning. From this perspective, studying is not only stimulus-
respond as stated by behaviorists, but a process of self-regulation and developing conceptual structure
through a process of reflection and abstraction Von Glaserfeld in Murphy, 1997. The real activity in
doing production-based
learning is
giving experience which could help the student correlate
their conceptual knowledge with the real market so that they could improve their skill Barron,
Schwartz, Vye, Moore, Petrosino, Zech, Bransford, The Cognition and Technology Grou at
Vanderbilt, 1998. This is showing that production- based learning is a portrayal of the real work life,
has a potency to expand and dig out the procedural and conceptual knowledge Gagne, 1985, which in
another terms is called knowing that and knowing how Wilson, 1995. Knowing ‘that’ and ‘how’ is
not sufficient without the disposition to ‘do’ Kerka, 1997. The expanding and digging out in
understanding the knowledge could be used as an academic cleverness.
Collaborative learning strategy is an important project-based learning in this constructive learning
theory. Learning together with other learners can be a very powerful form of learning, in which learners
help each other’s in this construction processes Simons, 1996:294. According Vygotsky 1978
the collaborative learning strategy is based on the Zone of Proximal Development theory ZPD.
According
to Davydov
1995, Vygotsky
recommends three level or zone concept, in which could make the student more success with a
guidance of experience-partner. ZPD is defined as “the distance between the actual development level
as determined by independent problem-solving and the level of potential development as determined
through problem-solving under adult guidance or in collaboration with more capable peers” Gipps,
1994: 24-25. This partner is not dictating the student,
but involve
in the
collaboration, demonstrative, and modeling process.
This contextualization principle which is the important characteristic in project-based learning is
come from the theory of constructive study. The constructive experts state that studying is a process
of making up the reality through learning process. Studying is closely related to what the student’s
learnt and knew Bednar, Cunningham, Duffy, Perry, in Dunn, 1994. The constructivist experts
deny the concept of real life existence; they state that the real life is just idiosyncratic which we build
up. There are no two people who have the same concept; it is based on the view of point that the
combination of their own experience and know- ledge will create different interpretation. Based on
this perspective, there is suggestion that the learning process should be taken on the broader
sense that could reflect the real life and this have a close relation with the aim of this study that is
implementation of the study. In short, authenticity is important. As has been stated, project-based
learning is an authentic learning model.
Jonassen 1991, and Brown Collins and Duguid 1988 also have the same thought that
context is an important part of the knowledge
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