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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learning process in relation with that learning process. The implication on the learning process is
creating the actual studying condition, authentic, and relevant with the certain learning context. The
teacher and the learning model which is created focus on the realistic approach in which the
students are easily solving the problem in the real life Jonassen, 1991. The constructivist learning
condition is a place where learners may work together and support each other as they use a
variety of tools and information resource in their pursuit of learning goals and problem-solving
activities Wilson, 1995:27. Project-based learning is also an approach which creates a realistic
learning condition, and focus on the problem solving which may be happen in the real life.
Production-based learning is also supported by experiential learning theory. As stated by William
James that the best learning process is through their own experience, sensory experience is a basic
learning, and the effective learning is holistic, and interdisciplinary in Moore, 1999. These principles
are also applied on the production-based learning. The students learn by themselves how to identify
the materials until control the product quality. The teachers are as a guidance, facilitator, and partner.
The product which is chosen is interdisciplinary because it contains of many kinds of discipline
which is needed in finishing the problem in the production process. The student learning process is
a sensory experience as a studying foundation. As well as by John Dewey that experience is a key
element in the learning process Moore, 1999; Knoll, 2002. Dewey sees that studying is “process
of
making determinate
the indeterminate
experience.” It means that all of these experiences is connected each other between the learning
situation and with the problem appeared. According to the past knowledge, the new knowledge builds
up a new knowledge billet, 1996. Production- based learning could be seen as a stabilization
learning process, expanding the knowledge, and correcting the knowledge. This statement also
stated by Marzano 1992 that studying through the real condition such as: investigation and problem
solving could be expanding and correcting the knowledge.
1.7 Providing Alternate Capital
The reason of searching the alternate capital is a limited financing donation from the state or local
government, and susceptible donation from the students, local community, and the industry or
production unit. The vocational high school together with the sponsor make collaboration in
creating a new innovation that is providing alternate capitals for the potential graduate student.
Therefore, the student could establish their own business according to their competency, as well as
build up their parents’ business. Providing alternate capital has been done in
some vocational high school in East Java, Southeast Sulawesi, and South Sulawesi. The student or the
graduate student who are involved in the production-based learning have the competency and
experience in creating market-oriented product. The procedure of alternate capitals lending are: 1
competition level, in this process the school offers the proposal to the sponsor, 2 implementation
program, the student or the graduate student get the alternate capitals. The amount of the alternate
capital is based on the proposal, and 3 monitoring and evaluation level, in this level the sponsor have
to monitor and evaluate the implementation of the funding.
The contribution from this alternate capital to the school as the income generating is 8year in
flat calculation, so that every student has to turn it back on time.
2. Conclusion
The high financing need of vocational high school, demand of the good quality of the graduate
student from vocational high school, and a limited funding have a big effect on the learning process
especially in this crisis. Therefore, the schools alternative funding is developed in order to create a
good quality vocational high school, while the alternate funding could be done in the form of: 1
doing production-based learning, and 2 doing teaching-factory, and 3 providing alternate
capitals “modal bergulir” and technical assistance for graduates with entrepreneurship potential. This
income-generating activity is expected to provide substantial and sustainable funding that will make
the schools financially independent and able to produce skilled and productive labor. The business
could be a new business, or continuing the parent’s business or collaboration with the industry around
the vocational high school.The students who are involved in the production-based learning have the
competency and experience in creating market- oriented product.
A
CKNOWLEDGMENT
The completion
of my
research at
Postgraduate of Yogyakarta State University is made possible by the generous help of many
institutions and individuals. Therefore, I am very grateful to the Directorate General of Higher
Education DGHE at the Ministry of Culture and Education for giving financial support of doctoral
dissertation grants program.
Word of thank from researcher submitted to the head master of state vocational high schools in
the province of East Java, who was selected as survey respondents and who have given permission
to perform data retrieval funding of education at the schools.
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