Vocational High School : Why Project Based Learning ???

Vocational High School : WHY PROJECT BASED LEARNING ???

Schools based on the visual aspect are building materials that are based on geometric shapes using a touch of color and ornaments such as flora, wall clocks, bulletin boards to make them more attractive. School from the KBBI means a building or place that is intended for anyone to carry out teaching and learning activities. It means that there is an organizer component, namely, the teacher and the taught.

Medium means the best PTS Sumatra to distinguish levels or classes or levels. The higher level is based on the one below it, and still the lower level from the one above it.

Vocational in the KBBI dictionary means a special mind or skill.

From here, of course, I can conclude myself so I’m tired of typing it. Hehehe….

Oops, before continuing, there is a little thing I need to discuss, what if the school’s learning center is changed to a learning park? Because if the field is certainly hot, especially the learning forest, you will be able to get lost. If you can look at the concept of KI Hajar Dewantara who founded Taman Siswa as the name of a school in Yogyakarta on July 3, 1922. Maybe it’s more fun because it’s not limited to narrow skating sizes, of course the park is wider because it’s a play area, cool, shady, comfortable, of course the romance makes you miss. Miss studying. Just an introduction.

National Education System Law No. 20 of 2003 has said that national education functions to spread abilities and build dignified character and national civilization in the context of educating the nation’s life, aiming at developing the potential of students so that as human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, & become a democratic and responsible citizen of the state” (Article three of the Republic of Indonesia Law No. 20/2003).

Vocational High School is one level of secondary education with a special focus on preparing graduates to be ready to work. According to Evans in Djojonegoro (1999) defines that vocational education is part of the education system that prepares a person to be better able to work in a work group or one field of work than in other fields of work. With the understanding that each field of study is a vocational education as long as the field of study was studied in more depth & the depth is intended to be a provision to enter the world of work.

Referring to the contents of the National Education System Law No. 20 of 2003 article 3 regarding the goals of national education and an explanation of article 15 which explains that vocational education is secondary education that prepares students especially to work in certain fields.

Vocational education is education that prepares students to be able to work in exclusive fields. This understanding contains the message that every institution that provides compulsory vocational education is committed to making its graduates able to work in exclusive fields (Depdikbud, 1995).

Referring to the above description, vocational high schools as a sub-system of national education should prioritize preparing their students to be able to choose a career, enter the workforce, compete, and develop themselves to be successful in a rapidly changing and growing field.

Project-Based Learning (PBP) in SMK

The project-based learning model is an example of learning which in its implementation can teach students to master process skills and their application in everyday life (Padiya 2008 in Tinenti, Y. R. 2018: three). In addition, Suryanti et al (2008:lima) revealed that project-based learning is an example of contextual learning and requires a comprehensive teaching approach where the student learning environment is designed so that students can investigate authentic problems, including deepening material according to a pedagogical topic. Referring to the above idea, project-based learning has serious similarities in the process skills approach.

Characteristics of Project Based Learning (PBP)

In order to implement project-based learning, it is necessary to know the characteristics stated (Tinenti. 2018) are: In the application, it begins with using students to do planning which includes; (a) make decisions, and (b) create a framework for cases whose solutions are not predetermined. Students plan the process that will be carried out to achieve the desired and accountable output, students carry out investigations that include; (a) synchronous investigation of the process that has been designed to obtain information, (b) conducting continuous and regular observations, (c) looking back at what has been done whether it is in accordance with the plan or not. Students report to be evaluated both in writing and in expression.

Before carrying out project-based learning, it is necessary to choose a plan, because planning is an important factor in making something happen according to the required goals. In addition, this planning stage can provide guidance on how the process of implementing project-based learning is. Considering that project-based learning planning must be systematically arranged so that the learning process can take place optimally, the steps need to be planned using the theory of Wena, M (2012) for example in the following chart:

Planning term chart. Source: Wena, M. 2012

In addition, there is a project strategy aimed at strengthening the knowledge possessed by students, and enabling students to broaden their knowledge of a particular subject (Semiawan, et al. 1987). The ability of students is easier to know & as more meaningful. If so, learning will be more interesting because it can be more useful for appreciating the environment in the daily life of students. According to Nolker & Schoenfeldt. 1987 (in Wena, M. 2012) that a crucial feature of project learning strategies is that students can apply various theoretical and practical skills they have to deal with real task forces and use them successfully. This means that students do not just complete assignments just to abort obligations but can also be done with a more useful appreciation so that the results will be satisfactory. In addition, Semiawan, et al (1987) also discussed that the principle of project learning tactics is to discuss a theme problem that is observed based on various subjects as a result of which a harmonious and logical link is formed as a result between the subjects between subjects.

If it refers to the basic principles of project-based learning tactics, both those proposed by Semiawan, et al (1987) and Nolker & Schoenfeldt. 1987 (in Wena, M. 2012) then of course before using applications in project-based learning strategies, students already have some skills or mastered the main topics related. In this case, the application of the subject matter is generally influenced by the teacher. For example, graphic design lessons are integrated using other lessons. The teacher makes a project to make various publications design works with themes according to other subjects such as zakat, sports, poultry culture, hydroponic plants, etc. Thus, in implementing project-based learning, students can exclusively apply all knowledge based on their respective backgrounds from other teaching materials with knowledge according to students’ background skills.

Project-based learning strategy chart. Source Wena, M (2012)