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.
209
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