A Work-Based Learning Model to Developing Professional Competitions for Technical Education Students

Abstract

          In the real-world settings, the work-based learning model focuses on teaching and learning, such as job training. It combines theoretical and practical learning. As a result, it is a type of teaching, learning, and skill development that is suited for the current educational. In this study, the goals are to 1) construct a work-based learning model in internship courses, 2) learning evaluation, and 3) assess the satisfaction of individuals involved in learning. This is experimenting research in a sample size of 16 persons gathered using purposive sampling by using twelve weeks for study. The instruments employed in this study included 1) a work-based learning model, 2) an achievement exam based on performance evaluation, and 3) a satisfaction rating form for individuals involved. Statistics used for data analysis include mean, standard deviation, and t-test statistics.
          There are five stages involved in implementing the work-based learning, which involves the design and development of teaching and learning activities: 1) forming strategic alliances with commercial enterprises,2) jointly developing training programs,3) preparation prior to starting the apprenticeship, 4) company internship, and 5) internship evaluation. The evaluation results of work-based learning are as follows : 1) The efficiency of learning utilizing KW#2 (70/80) is 80.63/85.00, which exceeds the specified criterion, 2) Work-based learning achievement is higher after studying than before studying, indicating a significant difference at the 0.05 level, 3) Results the highest average score was obtained while evaluating the work performance of supervisory teachers and trainers in workplaces towards students ,4) The findings of the examination of trainers' satisfaction in the workplace with students revealed that the average score was at the greatest level. The optimal assessment outcomes pertaining to student satisfaction with respect to the learning environment, learning activities, and the advantages derived from the work-based learning model were determined by analyzing questionnaire data and pinpointing the highest average score. It was discovered that students have acquired professional competencies in numerous domains, including proper work procedures, as industrial technician instructors. Methods for resolving problems encountered in practical work constructing novel experiences through hands-on work and collaborative teamwork.