Example-based learning for vocational education: Adopted from Balinese heuristics learning

I Made Candiasa, Universitas Pendidikan Ganesha, Indonesia
Nyoman Santiyadnya, Universitas Pendidikan Ganesha, Indonesia
Nyoman Sukajaya, Universitas Pendidikan Ganesha, Indonesia
I Gede Partha Sindu, Universitas Pendidikan Ganesha, Indonesia

Abstract


Vocational education has a very strategic role. Graduates produced are equipped with the competence to open new job opportunities or at least ready to enter the workforce. Therefore, vocational education development, such as training facilities, teacher development, and learning process improvement, must be intensified. This study tries to develop an example-based learning model for vocational education adopted from the learning model on cultural activities that surround Balinese people's daily life. A three-stage prototyping method was used: preliminary research, prototyping stage, and assessment stage. The syntax of example-based learning models consists of six phases: (1) conveying goals and motivating students, (2) organizing students into study groups and distributing worksheets, (3) guiding learning groups to do analogies, (4) drawing conclusions, (5) doing evaluation, and (6) giving awards. The social system that occurs is active students collaborate under the principle of democracy, while the teacher's role as a facilitator, counselor or consultant, and an adequate source of information becomes a support system. The learning model developed has been tested in small classes. The expert assessment provides content validity of 0.75 and the consistency coefficient of 0.78. The model's practicality from the teacher reaches 82% and 73% of students. During the trial, the new learning model's effectiveness reached 74%, while the efficiency was only 72%. These findings indicate that the learning model is feasible to be implemented with several recommendations, including the addition of a heuristic approach to work backward and create a hierarchy of similarity levels of examples and tasks in analogy.


Keywords


example-based learning; cooperative learning; heuristic; analogy; prototyping

Full Text:

PDF

References


Agrawal, T. (2013). Vocational education and training programs (VET): An Asian perspective. Asia-Pacific Journal of Cooperative Education, 14(1), 15–26. Retrieved from https://www.ijwil.org/files/APJCE_14_1_15_26.pdf

Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026. https://doi.org/10.1002/sce.20392

Bialik, M., Bogan, M., Fadel, C., & Horvathova, M. (2015). Character education for the 21st century: What should students learn? Boston, MA: Center for Curriculum Redesign.

Boteanu, A., & Chernova, S. (2015). Solving and explaining analogy questions using semantic networks. In Proceedings of the Twenty-Ninth AAAI Conference on Artificial Intelligence (pp. 1460–1466). Boston, MA: Association for the Advancement of Artificial Intelligence (www.aaai.org).

Derderian-Aghajanian, A. (2010). Multicultural education. International Education Studies, 3(1), 154–160. https://doi.org/10.5539/ies.v3n1p154

Ebel, R. L. (1951). Estimation of the reliability of ratings. Psychometrika, 16(4), 407–424. https://doi.org/10.1007/BF02288803

European Centre for the Development of Vocational Training (Cedefop). (2017). The changing nature and role of vocational education and training in Europe. Volume 1: Conceptions of vocational education and training: An analytical framework. Luxembourg: Publications Office of the European Union. Retrieved from http://hdl.voced.edu.au/10707/444435

Forišek, M., & Steinová, M. (2012). Metaphors and analogies for teaching algorithms. In SIGCSE ’12: Proceedings of the 43rd ACM Technical Symposium on Computer Science Education (pp. 15–20). Raleigh, NC: Special Interest Group on Computer Science Education. https://doi.org/10.1145/2157136.2157147

Genç, M. (2013). The effect of analogy-based teaching on students’ achievement and students’ views about analogies. Asia-Pacific Forum on Science Learning and Teaching, 14(2), 14. Retrieved from https://www.eduhk.hk/apfslt/v14_issue2/genc2/index.htm#con

Gentner, D. (1998). Analogy. In W. Bechtel & G. Graham (Eds.), A companion to cognitive science (pp. 107–113). Oxford: Blackwell.

Glynn, S. M. (2008). Making science concepts meaningful to students: Teaching with analogies. In S. Mikelskis-Seifert, U. Ringelband, & M. Brückmann (Eds.), Four decades of research in science education: From curriculum development to quality improvement (pp. 113–125). Münster: Waxmann.

Goel, V. P. (2009). Technical and vocational education and training (TVET) system in India for sustainable development. New Delhi: Minisitry of HRD, Government of India.

Gregory, R. J. (2000). Psychological testing: History, principles, and applications. Boston, MA: Allyn and Bacon.

Johnson, D. W., & Johnson, R. T. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston, MA: Allyn and Bacon.

Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. Retrieved from https://pdfs.semanticscholar.org/dada/0c7a2811ea0184a4326a80706901c2d534fa.pdf

Joyce, B., Weill, M., & Calhoun, E. (2009). Models of teaching. Upper Saddle River, NJ: Allyn & Bacon, Pearson Education.

Lipka, J., Sharp, N., Brenner, B., Yanez, E., & Sharp, F. (2005). The relevance of culturally based curriculum and instruction: The case of Nancy Sharp. Journal of American Indian Education, 44(3), 31–54. Retrieved from https://jaie.asu.edu/sites/default/files/443_2005_3_lipka_et_al.pdf

Ministry of Education and Culture of Republic of Indonesia. (2015). SMK dari masa ke masa. Jakarta: Directorate General of Primary and Secondary Education, Ministry of Education and Culture of Republic of Indonesia.

Moodie, G. (2002). Identifying vocational education and training. Journal of Vocational Education & Training, 54(2), 249–266. https://doi.org/10.1080/13636820200200197

Mortaki, S. (2012). The contribution of vocational education and training in the preservation and diffusion of cultural heritage in Greece: The case of the specialty “Guardian of Museums and Archaeological Sites.” International Journal of Humanities and Social Science, 2(24), 51–58. Retrieved from http://www.ijhssnet.com/journals/Vol_2_No_24_Special_Issue_December_2012/8.pdf

National Centre of Expertise for Cultural Education and Amateur Arts (LKCA). (2017). Basis for cultural education: Guide for the future of school-based and extracurricular cultural education. Utrecht: National Centre of Expertise for Cultural Education and Amateur Arts (Landelijk Kennisinstituut Cultuureducatie en Amateurkunst (LKCA)). Retrieved from https://www.lkca.nl/~/media/downloads/lkca/english/basis_for_cultural_education.pdf

Newaz, M. T., Faruquee, M., & Farha, S. (2013). Vocational education and training in Bangladesh: Why it is not working? International Journal of Research Studies in Education, 2(4), 29–40. https://doi.org/10.5861/ijrse.2013.261

Nieveen, N., & Plomp, T. (Eds.). (2007). Formative evaluation in educational design research. In Proceedings of the seminar conducted at the East China Normal University, Shanghai (People’s Republic of China). Enschede: SLO - Netherlands institute for curriculum development.

Novotná, J., Eisenmann, P., Přibyl, J., Ondrušová, J., & Břehovský, J. (2014). Problem solving in school mathematic based on heuristic strategies. Journal on Efficiency and Responsibility in Education and Science, 7(1), 1–6. https://doi.org/10.7160/eriesj.2014.070101

Oliver, D. (2010). Complexity in vocational education and training governance. Research in Comparative and International Education, 5(3), 261–273. https://doi.org/10.2304/rcie.2010.5.3.261

PH, S. (2013). Pengembangan SMK Model untuk masa depan. Jurnal Cakrawala Pendidikan, XXXII(1), 14–26. https://doi.org/10.21831/cp.v5i1.1256

Plomp, T., & Nieveen, N. (Eds.). (2007). An introduction to educational design research. In Proceedings of the seminar conducted at the East China Normal University, Shanghai (People’s Republic of China). Enschede: SLO - Netherlands institute for curriculum development.

Polya, P. G. (1973). How to solve it: A new aspect of mathematical model (2nd ed.). Princeton, NJ: Princeton University Press.

Reiss, K., & Renkl, A. (2002). Learning to prove: The idea of heuristic examples. Zentralblatt Für Didaktik Der Mathematik, 34(1), 29–35. https://doi.org/10.1007/BF02655690

Reyhner, J., Gilbert, W. S., & Lockard, L. (Eds.). (2011). Honoring our heritage: Culturally appropriate approaches for teaching indigenous students. Flagstaff, AZ: Northern Arizona University Press.

Sharan, S. (1999). Handbook of cooperative learning methods. Connecticut: Praeger Westport.

Slavin, R. E. (2005). Cooperative learning: Theory, research, and practice. Boston, MA: Allyn and Bacon.

Slavin, R. E. (2010). Co-operative learning: What makes groupwork work? In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to inspire practice (pp. 161–178). Paris: OECD.

Squire, K. D., MaKinster, J. G., Barnett, M., Luehmann, A. L., & Barab, S. L. (2003). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science Education, 87(4), 468–489. https://doi.org/10.1002/sce.10084

Tandiseru, S. R. (2015). The effectiveness of local culture-based mathematical heuristic-KR learning towards enhancing student’s creative thinking skill. Journal of Education and Practice, 6(12), 74–81. Retrieved from https://www.iiste.org/Journals/index.php/JEP/article/view/21884/22200

Young, P. A. (2014). The presence of culture in learning. In Handbook of research on educational communications and technology (pp. 349–361). New York, NY: Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_28




DOI: https://doi.org/10.21831/jpv.v9i3.27017

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Our journal indexed by:
       

ISSN 2088-2866 (print) || ISSN 2476-9401 (online)

View Journal Visitor Stats