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WORK BASED LEARNING MODEL IN AN EFFORT TO IMPROVE THE COMPETENCE OF VOCATIONAL STUDENT GRADUATES IN SYSTEMATIC LITERATURE REVIEWS

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The aim of this literature study is to answer the question, "Is the work-based learning model effective in preparing the workforce?" regarding the use of work-based learning models in vocational education. The method used is Systematic literature review. Sources for the literature review come from a number of databases. Databases for journals, including GARUDA, Scopus, ProQuest, World of Science, and Open Access Journal Directory. The results show that the "WBL" model increases students' readiness to face the world of work and has a positive impact on students' motivation and achievement. To help students accept and understand what they are learning, it also gives them the opportunity to investigate job possibilities in the surrounding environment and familiarize themselves with work habits, dress codes, and other professional customs.
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WORK BASED LEARNING MODEL IN AN EFFORT TO IMPROVE
THE COMPETENCE OF VOCATIONAL STUDENT GRADUATES IN
SYSTEMATIC LITERATURE REVIEWS
Hijriyantomi Suyuthie 1*, Ganefri 2, Asmar Yulastri 3,
Nizwardi Jalinus 4, Ambiyar 5, Sukardi 6 and Alfajri Yusra 7
1,2,3,4,5,6,7 Universitas Negeri Padang, Padang, Indonesia.
*Corresponding Author Email: hsuyuthie@fpp.unp.ac.id
DOI: 10.5281/zenodo.10964820
Abstract
The aim of this literature study is to answer the question, "Is the work-based learning model effective in
preparing the workforce?" regarding the use of work-based learning models in vocational education.
The method used is Systematic literature review. Sources for the literature review come from a number
of databases. Databases for journals, including GARUDA, Scopus, ProQuest, World of Science, and
Open Access Journal Directory. The results show that the "WBL" model increases students' readiness
to face the world of work and has a positive impact on students' motivation and achievement. To help
students accept and understand what they are learning, it also gives them the opportunity to investigate
job possibilities in the surrounding environment and familiarize themselves with work habits, dress
codes, and other professional customs.
Keyword: Work Based Learning, Vocational, Competence.
INTRODUCTION
Currently, Indonesia is transitioning towards a knowledge-based economy. 21st
century competencies and skills are needed in this knowledge-based economy
(Gailing & Moss, 2016). Professional, management, operational, behavioral, personal
and functional skills are some of the abilities and skills needed in Era 4.0 (Maulidah,
2019). The ability of the Indonesian workforce to generate, exchange and better apply
21st century knowledge and skills will determine the country's competitiveness.
Indonesia must create a more analytical, flexible, adaptive and multi-skilled workforce
during this transition period. The goal of 21st century vocational education is to equip
students with job skills, technical employability, and business vision to meet the
demands of an ever-changing labor market (Mardhiyah et al., 2021). In other words,
the need for vocational education requires students to have the skills necessary to be
ready to face the world of work. Therefore, Indonesia must produce a workforce that
has 21st century competencies. Thus, there is a requirement for a versatile education
and training system capable of delivering the essential competencies required by
society to attain this objective.
Global plans, visions, program developments, and world conferences with UNESCO
and the World Labor Organization are part of the growing field of vocational education.
In addition to educating students for specific careers, vocational education should be
promoted for its ability to increase general knowledge and abilities that serve as a
foundation for adapting to the various opportunities that exist in society (King, 2009).
Reducing expenditure may indirectly benefit education and training (Gasskov, 2000).
According to Munadi (2008), Vocational education plays an important role in realizing
the National Education System which aims to produce competitive and intelligent
Indonesian people. Vocational education plays an important role in training workers
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who have the necessary knowledge, skills and personality (Hanafi, 2012). This is
necessary to ensure workers are able to meet increasing market demand (Wibowo,
2016). Theoretically, core concepts and universal ideologies guide vocational
education. Apart from that, the global era requires human resources who are skilled,
competitive, anticipatory, adaptive, and able to learn. This also requires competency-
based learning because the workforce profile required by the market is strong in hard
skills and soft skills (Widarto & Widodo, 2012).
In enhancing the quality of education within the professional sphere, there is a need
for a transition in curriculum design from the conventional model, which includes
subject descriptions, to a novel curriculum design encompassing explicit statements
outlining a range of competencies. This shift is imperative for competency-based
learning (Ratnata, 2012; Nurtanto & Sofyan, 2015). Therefore, although vocational
education curricula must simultaneously prepare students to be productive, they also
focus on processes and outcomes that are closely related to the advancement of
knowledge in certain subjects (Wardina et al., 2019). The vocational education
curriculum is closely related to supporting the development of students in various
knowledge, abilities, attitudes and values. Ultimately, each of these factors increases
graduates' employability (Triyono, 2017). Practically, education answers the problem
of change with the aim of achieving learning that makes society more relevant and
productive in the economic and technological fields (Slamet, 2011).
Practical learning is the main focus of how learning is carried out in vocational
education. Because vocational education is closely related to the world of work or
industry, graduates must be prepared to face work through direct learning and training
(Winangun & Mesin, 2017). According to Jang et al. (2020), acquiring practical skills
and the knowledge and behavior that go along with them is the most important aspect
of professional learning. Meanwhile, according to Rahdiyanta et al. (2016), when work
skills are taught directly with real equipment, only then can these work skills be taught
effectively. Therefore, only through direct learning activities can students acquire the
competencies they need to master, especially in the professional field.
Metso & Kianto, (2014) stated that vocational education does not only focus on
increasing students' abilities and employment potential. However, vocational
education also has other goals, such as
1) helping people interact with the world of work efficiently;
2) Guaranteeing emancipatory transformation at a personal or social level;
3) Increasing the continuity of several businesses; and
4) encouraging national economic performance.
Therefore, vocational education has a good role in developing human resources, the
health of the national economy, and business sustainability.
Vocational education aims to provide students with relevant experience and training
in skills needed in the workplace. As a result, the vocational education learning model
is different from the general education model. Therefore, the models that can be
applied in the implementation of vocational education are as follows:
1) The employment education model which is often called the "company model" is
implemented entirely within the organization or through what is usually called
vocational training;
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2) The school education model is vocational education completed at school. All
implementation infrastructure, financial planning, and management systems
are under the authority of schools, especially the government. Industry is only
seen as a model in this model;
3) Education in a dual system or cooperative model (PSG). Workplaces and
educational institutions collaborate to implement this type of teaching. This
model, which combines company and school-based approaches, is said to be
able to overcome the shortcomings of each model;
4) The production unit business model is rooted in schools. The main goal of this
concept is to bring the world of business into the classroom to increase school
income and provide real business experience to students (Sudira, 2015).
From the discussion above, it is clear that there are several ways to implement
vocational education. The final result is determined by the choice of model. Therefore,
the vocational education management model must be chosen taking into account the
needs, nature, and direction of vocational education management.
METHODS
The method used is a systematic literature review (SLR) which is a research
assistance method that provides policymakers and practitioners with a robust
synthesis of results (Petticrew and Roberts, 2006; Siswanto, 2010) and the latest
evidence in a particular scientific subject (Munn et al., 2014). Sources for the literature
review come from several databases. Databases for journals include GARUDA,
Scopus, ProQuest, World of Science, and Open Access Journal Directory. By
synthesizing several scientific works obtained from the database, SLR can answer
research questions by summarizing hundreds or even thousands of articles using
scientific methodology. The steps applied in a literature review include
a) Defining research questions by developing targeted research questions,
b) Determining search parameters by formulating standards for selecting related
literature,
c) Searching literature through databases and other literature sources thoroughly,
d ) Selecting literature on predetermined standards,
e) Assessing the methodological quality and significance of each article or
literature source selected to determine the quality of the literature as a whole,
f) Analyzing and synthesizing by summarizing and finding important trends or
conclusions in the selected current literature
g) Write reports to record findings in an organized manner.
By following these steps, a systematic review of existing literature will be carried out
to gain broader knowledge about the work-based learning model and its impact on
increasing the competency of vocational education students.
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RESULTS AND DISCUSSION
Literature Review
Arizona WBL Model
This model highlights the relationship between industry and educational institutions.
To provide resources and activities, both parties must work together. As a result, this
model combines academic knowledge gained in academic institutions with practical
knowledge gained in industry. According to Cunningham & Dawes (2016), the
emphasis is on developing teamwork, talent transfer, ethos, work ethic, and the
capacity to identify commercial prospects. Therefore, to connect institutional and
industrial activities, resources and support networks are needed so that this can be
achieved through mutually agreed protocols. Figure 1 below provides a brief overview
of the model.
Figure 1: Arizona WBL Model (Zhao et al., 2007)
Edmund WBL Model
This model involves 3 (three) steps, namely industry, educational institutions, and
learners. Edmund's model connects learners and educational institutions through
education, learners, and industry through training, industry, and educational
institutions through codification of knowledge (Rowley, 2003). Edmund defines the
WBL model as a process of building knowledge and skills through the active
involvement of learners, industry, and educational institutions based on a jointly
formulated curriculum. The model can be briefly seen in Figure 2 below:
Figure 2: Edmun WBL Model (Rowley, 2003)
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There are several principles in implementing the Edmun model, namely:
1) Fostering good relations between industry, educational institutions, learners
and professional organizations;
2) Assess the extent to which learning can be integrated into work by involving all
interested parties;
3) Making industry a place for learners to gain knowledge and skills; and
4) WBL is carried out based on the mutual interests and benefits of all parties
involved.
Affirmative WBL Model
This model is to prepare the trained workforce needed by the industrial world (Raelin,
2008). The foundation of this learning is the transfer of knowledge and skills to
students through supervision and work training from knowledgeable practitioners. The
curriculum implemented is in line with the preferences of the industrial world.
Its implementation requires attention to four main areas: curriculum development,
student evaluation, learning, and desired learning outcomes. Students are evaluated
based on their ability to connect theory and practice in the workplace. Therefore, the
process and results must be the basis for assessment. Figure 3 below provides a brief
overview of the model.
Figure 3: Affirmative WBL Model (Raelin, 2008)
Transformative WBL Model
This model prepares human resources who can become agents of change, leaders,
and analytical thinkers (Morris, 2018). This model directly involves students in
designing learning objectives.
The design of learning techniques aims to equip students with greater creativity and
innovation. Figure 4 below provides a brief overview of the model.
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Figure 4: Transformative WBL Model (Morris, 2018)
SkiVes WBL Model
The SkiVes model was developed by Ridhuan which is based on the SIM (Sequential
Iterative Model) training model and the Taba curriculum model (Helyer, 2015). The
combination of the two models produces the main components, namely objectives,
materials, facilities, learning strategies, and assessment of training results. This model
focuses on the training process and application of basic/general skills. Figure 5 below
provides a brief overview of the model.
Figure 5: SkiVes WBL Model (Helyer, 2015)
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Raelin WBL Model
According to Raelin, the learning model applied at the individual level is adapted from
Kolb's learning style (Fuller & Unwin, 2011). Kolb's learning styles were developed as
a way to understand a person's learning style and interests. Raelin's learning model
aims to develop understanding and critical attitudes in the workplace. It is not enough
to learn only through theory without involving students in real experiences with the aim
of students understanding more quickly and reflecting continuously. Figure 6 below
provides a brief overview of the model.
Figure 6: Raelin WBL (Fuller & Unwin, 2011)
RoTer WBL Model
This model was designed by the process industry at D3 Automotive Students which
was developed by Berkelombok (Siswanto, 2012). This model was developed to
improve aspects of thinking, intelligence, and mentality as well as giving aesthetic
character to the car. Figure 7 below provides a brief overview of the model.
Figure 7: RoTer WBL Model (Siswanto, 2012)
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INAA WBL Model
This model was developed based on the RoTer model for learning Midwifery Care
courses carried out in groups in the laboratory (Marlina et al., 2019). The aim of the
development is to develop students' work skills in the field studied through job shading,
namely observing practitioners/supervisors doing work, then trying it, and making a
report. Figure 8 below provides a brief overview of the model.
Figure 8: INAA WBL Model (Marlina et al., 2019)
DISCUSSION
The WBL model is gaining traction in the education sector because it increases the
importance of tutors in the learning process and influences the success of students
(Morris, 2018) who have a direct understanding of the world of work and the skills
required (Cunningham & Dawes, 2016). This learning method, which examines how
school-based learning resources are applied in the workplace, can be combined with
other learning resources to help students in various ways (Boud & Solomon, 2001).
WBL essentially relies on engagement in the programs, organizations, and individuals
involved. This paradigm is usually created in vocational schools or institutions that
focus on preparing specialist candidates for the world of work (Morris, 2018). Starting
from market needs, planning, preparation, delivery, and assessment (Siebert et al.,
2009).
WBL aims to help students become more professional in the workplace, provide them
the chance to concentrate on their personal growth and help them take the next step
toward a promising career (Perrin et al., 2020). Opportunities for job exploration offer
a more concentrated learning environment where students actively choose and pursue
careers that align with their long-term objectives (Little & Colleagues, 2006). Students
can choose their path to prepare for their desired career once they have a stronger
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understanding of the working world. Career Preparation and Training Experiences:
These are opportunities for students to learn in the workplace that are directly tied to
a specific job or business, allowing them to demonstrate progress toward academic
and career/technical abilities (Costley, 2007).
There are various definitions for the WBL paradigm, which is sometimes confused with
work-related learning (DeFillippi, 2001). According to some definitions, WBL includes
all types of on-the-job learning, including work experience and work under supervision.
According to different definitions, WBL includes any learning that occurs as a result of
work-related activities (De Graaf & Kolmos, 2003). WBL is a term used in many
countries to describe programs at universities or schools to gain experience in the
workplace (Savery, 2015); it is also used to prepare teenagers for the transition from
school to the world of work by teaching them about the realities of the workplace and
equipping them with the knowledge they need to make wise decisions there (Evensen
et al., 2000). WBL refers to training that has a direct connection to the tasks the
company is asked to complete. More precisely, the process of recognizing, creating,
and utilizing knowledge for preparation in the workplace (Hazenfratz et al., 2017). This
can be applied to fulfill all or part of the credits required for higher education. It is also
impossible to isolate the WBL model of action learning from the context of
organizational learning (Lester & Costley, 2010).
Although there are some differences, as explained in the definition above, the WBL
model is essentially a workplace learning paradigm. In order to prepare students to
face the real world of work, this program aims to provide them with the opportunity to
apply the knowledge and skills they have learned during college to the world of work
and gain various learning experiences in the world of work. This WBL model can take
the form of training, guidance work, internships/cooperatives, education and
apprenticeships. The results obtained concluded that WBL has a positive influence on
learning achievement and motivation and increases students' work readiness (Bailey
et al., 2003). In addition, it also allows students to explore potential careers in the
environment, as well as become familiar with workplace protocols, dress standards,
and other professional behavior, developing the ability to accept and understand what
is learned. The ability to apply knowledge and skills because everything learned
becomes more meaningful; the ability to work together, and think critically and
creatively which ultimately means being able to achieve high learning standards
(Murray, 2008).
CONCLUSION
Based on research findings, it can be said that the WBL model is theoretically a
workplace learning model that seeks to provide opportunities for students to apply the
various knowledge and skills they have learned on campus to the world of work and
obtain various benefits. On-the-job learning experiences to help them prepare for the
real world of work. The WBL model has a positive influence on learner achievement
and motivation and increases learner work readiness. Additionally, it allows students
to investigate possible career paths in the environment and familiarize themselves with
workplace norms, dress codes, and other professional behaviors, which helps them
accept and understand the lessons they learn. As a result, they can apply what they
have learned in a more meaningful way and develop collaborative, critical and creative
thinking skills, all of which contribute to their capacity to meet high learning
requirements.
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