THE EFFECT OF IMPLEMENTING CONTEXTUAL-BASED SHOP TALK ON STUDENTS COGNITIVE LEARNING OUTCOMES IN MACHINING PRACTICES
DOI:
https://doi.org/10.21831/dinamika.v11i1.99034Keywords:
Shop Talk, Cognitive Learning Outcomes, MachiningAbstract
Practical learning in mechanical engineering requires a material delivery strategy that helps students effectively understand work procedures, work safety, and the sequence of machining processes. However, interview results with lecturers indicate that student learning outcomes in the Advanced Machining Process course still vary, particularly among students with limited practical experience before entering college. This study aims to determine the effect of the application of contextual-based shop talk on students' cognitive learning outcomes in machining practice. The study used a quantitative approach with a one-group pretest-posttest design. The research data comes from the cognitive learning outcomes of 21 students during their studies. Data analysis was carried out using descriptive statistics and the Wilcoxon signed ranks test. The results showed that the average posttest score was higher than the pretest score. The results of the Wilcoxon signed ranks test indicate that the Sig. (0.001) < 0.05, meaning that there was an effect of the application of contextual-based shop talk on students' cognitive learning outcomes in machining practice.
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