8 improving quality practice learning through competency based learning

PROCEEDINGS

3rd INTERNATIONAL CONFERENCE ON
VOCATIONAL EDUCATION AND TRAINING (ICVET)
GRADUATE PROGRAM COLABORATION WITH
ENGINEERING FACULTY, YOGYAKARTA STATE UNIVERSITY
May 14th, 2014

EMPOWERING VOCATIONAL EDUCATION AND TRAINING TO
ELEVATE NATIONAL ECONOMIC GROWTH
ISSN : 2301-7147
I. Article

III. Muslikhin, et.al.

II. Title

Copyright Act protected photocopied or reproduced by
any means, whole or in part without permission of the
publisher of this book is immoral and against the law

Title:
EMPOWERING VOCATIONAL EDUCATION AND TRAINING TO ELEVATE
NATIONAL ECONOMIC GROWTH
Editors:
Muslikhin
Muh. Izzudin M.
Surono
Layout:
Nur Hasanah
Muslikhin
Cover Designer:
Athika Dwi Wiji Utami
Penerbit:
UNY Press
Kompleks Fak.Teknik UNY, Kampus Karangmalang
Yogyakarta 55281 Phone: (0274) 589346
E-mail: unypress.yogyakarta@gmail.com

iii

Contents
pages

Title................................
................................
................................
................................
........ iii
Background................................
................................
................................
......................... iv
Chairperson Speech ................................
................................
................................
.......... v
Content ................................
................................
................................
................................

.
vi
Invited Speaker
PATTERNS OF INTER
-INSTITUTIONAL AND INTER
-ORGANIZATIONAL
COLLABORATION. STRENGTHENING THE
RELATIONSHIP BETWEEN VET
AND LABOUR MARKET FOR DEVELOPING A PROFESSIONAL WORK FORCE
Thomas Köhler .............................................................................................................................................
1
ROLES OF VET IN GENERATING A NEW ENTREPRENEUR INCREATIVE
ECONOMY SECTOR
N.V. Lomovtseva .......................................................................................................................................... 12

Paper Presenter
Theme 1 :
Strategic VET Responses To Meet
Environmental, Natural, and Socio
-Cultural

Changes
MEDIA TEACHING DEVELOPMENT THROUGH INTERACTIVE
WHITEBOARDBASED ON VIRTUAL LABORATORY IN VOCATIONAL
EDUCATION

vi

IMPROVING THE QUALITY OFPRACTICE LEARNING
THROUGH COMPETENCY
-BASED LEARNINGWITH
COLLABORATIVE
SKILLAPPROACHONVOCATIONALEDUCATION
Dwi Rahdiyanta
Faculty of Engineering,
Yogyakarta
State University
dwi_rahdi@yahoo.com
Abstract

Learning is the core of education. It means solving the problem on t

vocational education cannot be separated from the demand of innovations tha
improvement of learning quality. -Competency
based lea
rning of practice with a collaborat
approach is one of learning innovations which is relevant to be conducte
education. It is in line with the main objective of vocational education i.e.
competence for the learners
o become
t graduates who are ready to competein the corp
world.
Principally, the implementation of-based
competency
learning of practice with
collaborative approach is by dividing the students into groups. Each member
the task to on
work
one component,which is then combined into its group to be one u
The advantages of this learning model were: 1) the existence
interdependence among learners, 2) promoting-to
intensive

-face interaction,
face
3) developing
a sense of person

43

learning
achievements
. Based on various
studies and research result shows that the
model of learnin
g by doing with this skill
coollaborative approach can provide a
positive contribution to improving the
quality of teaching practice in vocational
education. Therefore, the learning model
must
be implemented on
vocational

education in order to produce
uates grad
that really fit with the demands of the job
market.
2. Discussion
2.1 . Vocational Education
Accor
ding to Calhoun and Finch
(1976: 2), that the definition of vocational
education
developed
the
concept
of
translation
vocational
education
and
occupational education
, which means an

educational program that is directly linked
to one's preparation to enter the workforce,
or for additional preparation required in a
career. Furthermore, according to Finch and
Crunkilton (1979
:2) vocational education
is
defined as education that provide supplies
to students in order to work in order to
sustain his life.
According Hoach
lander and Kaufman
(1992) education experts from NCES
(National Center
for Education Statistics
)
USA:vocational education is intended
o
t
help prepare students for work, both inside

and outside the home, many educators
believe it has a broader
n: to
missio
provide
a concrete, understandable context for
learning and applying academic skills and
concepts
(http://nces.ed.gov/pubs92/9269.pdf.10

44

b. Specification
of indicators to determine
2.3.CompetencyBased Learning Model
the
achie
vement
of
competence

with Collaborative Skills Approach
assessment
.
c. Development
of delivery systems that are According to Ted Panitz (1996 ), th
functional
and
relevant
to collaborative
the
learning is a philosophy
competency and assessment system. learning that allows learners
to cooperate,
Associated with the learning
, aspect
nurture each other, learn and chang
Ministry of Education
002) (2
states that thetogether, and move forward together
competence

-based
learning
has
theanyway . This is the philosophy that it
following five characteristics: (1) Emphasis
a global world today. This means tha
on achievement of the compete
nce of
collaborative learning easier for studen
learners, both individually and
(2) classical,
learn and work together, eaching
contribut
results
-oriented learning and diversity,
(3) and responsible for the achieveme
ideas
Submission in learning approaches of
and learning omes
outc as a group or
methods that vary, (4) sources of learning
individually
. In ntrast
co
to conventional
not only professors but also other learning
learning
, collaborative learning is a maj
resources
that
meet
the nal
educatio
pressure " learn together ".
elements, (5) emphasizes the process andStructure
-based
collaborative
learning outcomes in an effort to control
or goals characterized
learning
are
by a
achievement of competence.
number so large that interdepende
nce
Characteristics
ofcompetency
-based
among
students
in
the . group
In
learning
demands educators constantly
to
collaborative learning
dents
, said
stu "we as
innovateand improvise
in determining well as ",
youand they will reach the goa
methods
and
learning
strategies
only if the other students in the same g
appropriateconstantly
innovate
andcan achieve their common Are
goal
nds, (
improvise in determining methods and
1998; Heinich et al., 2002; Slavin, 1995
learning strategies are appropriate.& In
the
Johnson,
1995).Collaborative learning
learning
process
experienced
many
provide opportunities to get to the suc
obstacles, professors are required to
of seek
learning practices. As for learn
and find new approaches are effective
and
technology
(technology for instructio
efficient. But s atpoint
thi the teacher/collaborative learning involves
ctive the a
lecturer is still considered tok have participation
the stoc
of learners and minimize
of knowledge is less ,didactic
methodical , differences
between
individuals
.
and creativity in the learning material
Collaborative
learning
has
added
(DediSupriyadi
, 2001). In such conditions,
momentum formal and informal education
the selection of the learning model must
be two forces
of the
et, namely
m : (1
) practical
adapted to theility
ab
of professors,
realization
, that life outside the classro
lecturers work and not burdensome.
requires laborative
col
activ
ities in life in the
Furthermore, according to the National
real world
; (2) raise awareness of socia
Professional Certification (BNSP), there
are
interaction
in efforts
to achieve meaningful
four (4) dimensions of competence learning
that .
must be considered, namely: (1) Task SkillAccording
is
to the Johnsons (1974),
the ability to perform ions
key funct
of a job, there are at least five basic elements
(2 ) Task Management is the ability
to in a collaborative learning grou
occur
manage different types of tasks to support
namely:
the work, (3) Contingency Management a.
Skill
Positive interdependence
.In thislesson
: the ability to respond to and manage
eachstudent
shouldfeel
thatitdepends
irregular events or problems from a job,
and
positively
and tiedwith among fellow
(4)Job/
Roll environment Managem
ent Skill
members
ofthe
group with
is the ability to adapt
vironmental
to en
responsibility
: 1)control of learning
responsibility. work
materials
; and 2)( ensuring that all
members of his group was mastered.
They feelill
w be successful when other
students are also not successful.
45

is the success of each individual so tha
b. Direct interaction between learners.
feel by
will be successful when
tudents
other s
Learn the best results can be obtained
.
verbal
communication
among are also not successful
The importancecompetency
of
-based
participants learners are
tedsuppor
by
positive
interdependence
.
Learners learning with a collaborative approach
should face
ache other and help eachlearning skills to be implemented in prac
are based on a variety of related
arch,
rese
other
in
achieving
the
learning
objectives.
which was carried out
: 1)byParyanto and
c. Individual accountability. To be EdyPurnomo
in a
(2007
)
prove that the
group of learners can contribut
e,support
industrial climate in the
ss of
proce
and help each other, each student
is
integrating
learning activities and prac
required to master the material which
can is
improve learning achievement learner
used as the subject. Thus
member
each
of
2) MaulyHalwat and Qanitah
Masykuroh
the group responsible for studying
the prove that the implementation o
(2006)
subject and is also responsible to
the
collaborative
learning method can improv
group learning outcomes.
the independence and ability of learners
d. Collaboration skills. Social skills
of
essay writing;
3) Wagiran and Nurhadiyant
students is very important in learning.
(2003) found that the application o
Learners are required
havetothe skills problem- based learning model Learning
to
collaborate
, sotheg
roupcreateda
proven to improve learning achievement o
dynamicinteractiontolearn from each
learners and able to he
reduce
occurrence
t
otheraspartof
of misconceptions
; 4) Sahat
Saragih (2002 )
acollaborativelearningprocess
.
reporte
d that the application of cooperati
e. The effectiveness of the
. Learners
group
learning in the learning method able
effectiveness of group learning process
incr
ease the motivation of ,learners
interest
by explaining the actions which incan learning, -confidence,
self
d an
contribute to learning and which are
not,
understanding
of the material
; and 5) Dwi
and make decisions or actions that
can
Rahdiyanta,
et al. (2012), found that
resume needs to be changed.
practice learni
ng model with CBT approach
Thus collaborative skills can(Competence
be
Based Training) is able t
defined as a blend or combination of improve
various the performance and motivation o
abilities or skills. It can be explained
that theFrom
learners.
various
studies
and
skills of collaborative product is atheoretical
product
studies mentionedhe above, t
produced fromveral
se
types of jobs with
implementation
of
competency
-based
different skills. Implications in learning
practice with collaborative
proach
skills ap
learning is embodied in the learning
can provide a positive contribution
material or the material he
. In
taught
outputs and outcomes to improve quality
machining practice learning, learners
are
practice
learning to produce graduates t
given job
-sheet to work on a-piece
work
really fit with the demands of the
with machine tools.
To impleme
nt practice
market.
based collaborative learning this skill, the
Closing
learning material in the form
-sheetof job
The
rapiddevelopment
of
must be developed in order to meet the
scienceandtechnology
as
well
asthe
criteria of collaborative skills. This
means
challenges
era demands of
that the job will be given to students
is a job ofthe global
vocational
education institutions
should
thatis composed of many
components
. This
really
be able produce
to
graduates who
means that in practice the learning process,
areable
to
compete
, adaptive and
the students were divided
into groups
,
anticipatory
of a rangechanges
of
and new
where each member has the task of working
on one component can then be paired in
the .
situations
group into a single unit of work piece.ToThus
produc
e quality
manpower can not be
students will be more
tivated
mo
to dischargedfromthe learning
system used.
implement the learning and actually
Sothe process of learningin
vocational
leverage
in
trying
to
master educationin
the
sync
withw hat's happening
in
competencies, because the group's success
46

the worldof industry,thendothe selection
Konsep.Jurnal Kependidikan Nomor I,
ofappropriate learningmodel
.
TAhun XXXII, Mei 2002
Implementation
of
competency
-based
[11] Mauly Halwat dan Qanitah
-roh.
Masyku
learning model with coollaborative
skill
(2006).
Peningkatan
Kemandiri
-an
approach can provide
olutions
s
in an effort
dan Kemampuan Peserta didik dalam
to improve the quality of vocational
education in order to produce graduatesMata Kuliah Essay Writing dengan
-belajaran
that really fit with the demands
the
of Menggunakan Metode Pem
Kolaboratif
(Collaborative
Learning).
workplace
.
Hasil
Penelitian:
Universi
tas
Muhammadiyah
Surakarta.
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