The Development of Production-Based Learning Approach to Entrepreneurial Spirit for Engineering Students
Notice bibliographique
Résumé
AbstractVocational education aims to produce workforce. However, in reality there is a shiftthat vocational graduates are not only prepared to work but also they are expected to open or create new work opportunity. To overcome mentioned educated employment, we offer an alternative solution to integrate production based with learning process; outcome would be entrepreneurial ability of engineering students. The results of this study showed that implementation of production based learning with entrepreneurship approach using workshop based lectures, qualitatively improved quality and meaningfulness of learning. The learning experience which connects interns and works or work products is indeed in line with field specification and standard. The learning process has given impact to entrepreneurial interest improvement assessed in beginning and at end of semester. Besides that, learning activity gives impacts to cognitive discourse, psychomotor skill, and work attitude improvement build integrally. Thus, model is deemed suitable to be utilized in learning to improve students' entrepreneurial interest.Keywords: learning, production, entrepreneurship1. IntroductionVocational education is education that prepares students especially for work in specific areas (Law No. 20 of 2003, article 15). The Mission of vocational education is also preparing learners to be able to deal with changes in community especially for working in a particular field. Jama and Adri (2010) states that the Vocational education should be responsive to changes in society. In this era of rapid change of technology, vocational education must play many important roles in order to take roles in world of work. In addition, vocational education is demanded to produce a competent workforce in order to increase productivity and efficiency as well as readiness for international labor market competition in era of globalization.According to BPS data of February 2012, noted number of unemployment in Indonesia reached 7.61 million. This number has decreased significantly compared to number of unemployed in August 2011 reaching 7.7 million. While in February 2011, unemployment amounting to 8.14 million people with 4% Diploma graduates (304,000) and 5.7% Bachelors degree graduates (434,000). In view of this numbers of unemployed graduates, there is no exception in implementation of learning process at Faculty of Engineering, Universitas Negeri Padang (UNP), Indonesia, which still generates its output from individual skills and still has not touched on aspects of learning outcomes which focused on entrepreneurship ability. Thus, currently, university graduates generated are job seekers, not creators of employment. Efforts need to be done to overcome increasing number of well-educated unemployment by preparing graduates who have a soul of entrepreneurship. The entrepreneurial skill is an alternative solution to resolve problem of unemployment and poverty that is by opening employment or entrepreneurship.Entrepreneurship is separated from world of education. Thus to be able to continue learning, University needs alternative solutions by integrating value on entrepreneurship in learning process through development of production-based learning model. The concept is being offered in learning process for each material whereby University students are able to produce products that are innovative and creative as well as acceptable for market through stages of logical and meticulous analysis, which further processed into creative new ideas, innovative and accepted in market both in terms of planning skills, decision skills & execution skill. The development of production-based learning model will be able to enhance entrepreneurship passion of students and graduates of Faculty of Engineering of UNP. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».