Plan-Do-Review-Share-Happy (Plandoresh) as strategy to develop independent learning of vocational school students

Aftoni Aftoni; I Wayan Susila; Any Sutiadiningsih; Muhammad Kris Yuan Hidayatulloh

doi:10.21831/jpv.v11i1.37165

Plan-Do-Review-Share-Happy (Plandoresh) as strategy to develop independent learning of vocational school students

Aftoni Aftoni, Universitas Negeri Surabaya, Indonesia
I Wayan Susila, (Scopus ID: 57208471895) Universitas Negeri Surabaya, Indonesia
Any Sutiadiningsih, (Scopus ID: 57193694029) Universitas Negeri Surabaya, Indonesia
Muhammad Kris Yuan Hidayatulloh, Universitas KH. A. Wahab Hasbullah, Indonesia

10.21831/jpv.v11i1.37165

Abstract

When computers take over from routine tasks at work, some employees are involved in independent problem-solving tasks. The current learning system must encourage students to move to lower levels of thinking in order to become independent individuals. The purpose of this study was to test the validity of the Plan-Do-Review-Share-Happy (Plandoresh) strategy as an effort to develop independent learning for vocational school students. This study used a descriptive method, and the aim is to get the validity of the Plandoresh strategy steps with a random sample of 78 respondents. The results that 1.) The Plan step is valid with r count > r table of 0.849 > 0.227; 2.) The next steps are done valid with r count > r table of 0.873; 3.) The Review step is valid with r count > r table of 0.856; 4.) The Share step is valid with r count > r table of 0.868; and 5.) The happy step is valid with r count> r table 0.929. These results indicate that the steps of the Plandores strategy are valid to be applied in an effort to develop independent learning for vocational students.

Keywords

Learning strategies; Plandoresh; independent learning

Full Text:

PDF

References

Alkhateeb, M. A., & Milhem, O. A. Q. B. (2020). Student’s concepts of and approaches to learning and the relationships between them. Cakrawala Pendidikan, 39(3), 620–632. https://doi.org/10.21831/cp.v39i3.33277

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39–43. https://doi.org/10.1080/00098650903505415

Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398. https://doi.org/10.1080/00461520.1991.9653139

Brundiers, K., & Wiek, A. (2013). Do we teach what we preach? An international comparison of problem-and project-based learning courses in sustainability. In Sustainability (Vol. 5, Issue 4, pp. 1725–1746). https://doi.org/10.3390/su5041725

Cerezo, M. T., Casanova, P. F., Torre, M. J. de la, & Carpio, M. de la V. (2011). Estilos educativos paternos y estrategias de aprendizaje en alumnos de Educación Secundaria. European Journal of Education and Psychology, 4(1), 51–61. https://doi.org/10.1989/ejep.v4i1.76

Chan, C. W. (2013). The leadership styles of Hong Kong kindergarten principals in a context of managerial change. Educational Management Administration & Leadership, 42(1), 30–39. https://doi.org/10.1177/1741143213499263

Davis, J. (2020). Teaching strategies for the college classroom: Westview special studies in higher education. Routledge.

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Pearson.

Freire, P. (2018). Pedagogy of the oppressed (M. B. Ramos (trans.)). Bloomsbury Academic.

Gardner, H. (1993). Multiple intelligences: The theory in practice. In Multiple intelligences: The theory in practice. Basic Books.

Gratchev, I., & Jeng, D.-S. (2018). Introducing a project-based assignment in a traditionally taught engineering course. European Journal of Engineering Education, 43(5), 788–799. https://doi.org/10.1080/03043797.2018.1441264

Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education–theory, practice and rubber sling shots. Higher Education, 51(2), 287–314. https://doi.org/10.1007/s10734-004-6386-5

Hutton, D. M. (2017). Leadership Performance Model for the Effective School Principal. Journal of School Leadership, 27(4), 553–580. https://doi.org/10.1177/105268461702700404

Kapusuz, K. Y., & Can, S. (2014). A survey on lifelong learning and project-based learning among engineering students. Procedia - Social and Behavioral Sciences, 116, 4187–4192. https://doi.org/10.1016/j.sbspro.2014.01.914

Kemp, J. E. (1977). Instructional design: A plan for unit and course development (2nd ed.). Belmont.

Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (2nd ed., pp. 275–297). Cambridge University Press. https://doi.org/10.1017/CBO9781139519526.018

Mahendra, I. W. E. (2017). Project based learning bermuatan etnomatematika dalam pembelajar matematika. Jurnal Pendidikan Indonesia, 6(1), 106–114. https://doi.org/10.23887/jpi-undiksha.v6i1.9257

McEwan, P. J. (2015). Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments. Review of Educational Research, 85(3), 353–394. https://doi.org/10.3102/0034654314553127

Piirto, J. (2011). Creativity for 21st century skills. SensePublishers. https://doi.org/10.1007/978-94-6091-463-8_1

Ralph, R. A. (2016). Post secondary project-based learning in science, technology, engineering and mathematics. Journal of Technology and Science Education, 6(1), 26–35. https://doi.org/10.3926/jotse.155

Reis, A. C. B., Barbalho, S. C. M., & Zanette, A. C. D. (2017). A bibliometric and classification study of project-based learning in engineering education. Production, 27(spe), 1–16. https://doi.org/10.1590/0103-6513.225816

Shekar, A. (2014). Project-based learning in engineering design education: sharing best practices. ASEE Annual Conference & Exposition. https://doi.org/10.18260/1-2--22949

Yamin, M., & Syahrir, S. (2020). Pembangunan pendidikan merdeka belajar (telaah metode pembelajaran). Jurnal Ilmiah Mandala Education, 6(1), 126–136. https://doi.org/10.36312/jime.v6i1.1121

Zhou, C., Kolmos, A., & Nielsen, J. F. D. (2012). A problem and project-based learning (PBL) approach to motivate group creativity in engineering education. International Journal of Engineering Education, 28(1), 3–16. http://www.ijee.ie/contents/c280112.html

DOI: https://doi.org/10.21831/jpv.v11i1.37165