Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering

2.1 Research Design

This research uses the case study field research method [24] with qualitative and quantitative approaches. The case research approach enables the exploration of phenomena and offers insightful meaning over factors captured in the study. It is believed that case study research will be the most appropriate technique in gaining in-depth knowledge of the practices of using worksheets in an educational setting. This study aims to evaluate the implementation of experiential learning design using student worksheets by considering student learning styles that enable students to explore the relationship between learning theory and practice.

2.2 Research Sample

This study was conducted in a 10th-grade vocational high school majoring in mechanical engineering in Indonesia. This class consisted of twenty-eight students (26 boys, 2 girls).

Their average age was about 17 years old. The majority of students’ learning styles are active, sensing, visual. For sequential and global dimensions show balanced.

2.3 Research Instruments

Data were collected by using the following instruments: checklist from the class observations, questionnaires, and interviews with students. The instruments were reviewed by a mechanical engineering lecturer and mechanical engineering teacher.

3.1 Learning Objectives

Force is one of the basic concepts of mechanical engineering design that must be understood by students majoring in mechanical engineering. The learning objectives on this topic, by feeling, seeing, thinking, and doing students are expected to be able to:

• Describe the various forces and loads.

• Describe how to draw and add the force.

• Draw the force line and do the force addition.

• Calculate the resultant force well and precisely.

3.2 Implement the Kolb's Experiential Learning Cycle

Effective experiential learning is seen when students develop through the four stages of the Kolb cycle, using concrete experiences followed by observing activities or previous experiences that are interconnected, then developing concepts and generalizations which are then used to investigate and conclude.

The implementation of experiential learning design through the four stages of the Kolb cycle includes concrete experience, reflective observation, abstract conceptualization, and active experimentation on the force topic in detail explained as follows:

3.2.2 Reflective Observation

At this stage, the teacher presents an overview of the force through power-point shows and learning videos. Students are asked to observe and examine the show and its explanation, then discuss what is meant by force based on the show.

Figure 1 (1) shows about motorized vehicles moving on the highway. The cause of the motor movement is due to the force. Figure 1 (2) shows that the table and chairs are not moving. What moves the object from a stationary position to a motion is force. Figure 1 (3) shows that motorcyclists stop at the traffic light when the lights are red. The cause of the cessation of the vehicle is the force, namely the braking force. So, force is defined as everything because it causes a stationary object to move, to change its position from a state of being to a state of motion or vice versa from a state of being to a state of motion.

Figure 1

(1) (2) (3) Phenomena of the usual force that occurs in everyday life.

Figure 2

Exercise: Force Drawing.

Besides, students are also asked to observe related phenomena related to the force contained in the student worksheet and then try to describe it. Students are also asked to observe objects and activities related to various forces to then define and describe them. Students also observe the types of loads and observe teacher demonstrations related to the sum of forces graphically and analytically.

3.2.4 Active Experimentation

In the active experimentation stage, students try to do activities related to the force and try to communicate the results of the conceptualization of the force and the load.

Based on the data obtained from the activities at the abstract conceptualization stage, students are asked to try to classify the data and determine the relationship, then concluded with a sequence from simple to more complex about forces and loads.

Activities undertaken include describing objects and observational activities, drawing forces graphically using the parallelogram method and the polar method, carrying out the work of moving goods to identify the magnitude and direction of the force while creating lines of force. Also, it also calculates the resultant force on several sample case problems and solves some of the problem cases using AutoCAD software.

Figure 3

(a) Parallelogram method and (b) pole method.

Figure 4

Activity: drawing and calculating the resultant.

Figure 5

Activities to identify force strength and force direction.

Figure 6

Students try to practice.

Figure 7

Student present practical results.

Figure 8

The situation during the learning process.

Figure 9

Discussion in class.

The implementation of experiential learning [28] is in line with the experiential learning design uses the Kolb cycle for students majoring in mechanical engineering with learning steps ranging from introduction, exploration, concept development and application to the topic of statistics, solid mechanics, and fluid mechanics. Besides, Mehrtash, Yen & Balan [29] develop experiential learning that focuses on developing real-world experience in the form of classroom learning simulation as real experience on the topic of the automotive industry. The development of experiential learning design is also based on four stages or the Kolb cycle.

Table 4

Percentage of observation results for experiential learning process.

Aspects of activities	Max. score	Score of observations		Observation result (%)		Explanation
		Teacher	Students	Teacher	Students
Preliminary activities	40	38	37	95.00	92.50	Very Good	Very Good
Core activities	88	80	80	90.90	90.90	Very Good	Very Good
Closing activities	24	23	22	95.83	91.66	Very Good	Very Good
Overall activities	152	141	139	92.76	91.44	Very Good	Very Good
Average score				92.09		Very Good

3.3 Observation Results of Learning Implementation

Observation during the experiential learning activities or processes on the subject of Basic of Mechanical Engineering includes observations on the teacher or students starting from the preliminary activities, core activities and closing activities of learning.

Overall, the percentage of observations of the implementation of experiential learning design in Basic of Mechanical Engineering learning using worksheets was 92.09%. This shows that experiential learning activities are carried out very well.

3.4 Student Attitudes and Responses

Data on attitudes and responses to the implementation of Kolb's cycle-based experiential learning activities in Basic of Mechanical Engineering subjects were conducted by students after they had followed the learning. Kolb's cycle based experiential learning activities using student worksheets are carried out starting from the stages of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Analysis of the evaluation of students’ attitudes and responses becomes the basis for determining the effectiveness of experiential learning that enables students to explore the relationship between learning theory and practice.

Students’ attitudes and responses are measured from the answers to 15 statement questionnaire items and interviews with some students about their knowledge (cognitive) and attitude (affective) experiences. The results of the student attitude and response questionnaire are shown in Table 5.

4.1 Interesting Learning

Interest is a psychological condition that is characterized by increased attention, effort, and influence experienced on an object or topic in a particular situation, as well as a person's tendency to be involved in it [30].

The term ’interesting’ is an effective reaction that can describe the momentary experience of someone who is attracted to a particular object with a lasting feeling that the object is fun and deserves further exploration [31]. For example, a student is interested in learning and enjoying the learning process, is more actively involved in the classroom, perceived values and cognitive functions of students are interrelated, and learning feels easy [32].

All students gave positive responses, the experiential learning activities they had participated in were interesting. They agree that experiential learning activities are interesting. Student responses related to this statement item are as follows:

“Learning is interesting because teachers usually explain only in theory without using the media. Learning the Basics of Mechanical Engineering by using worksheets and PowerPoint is more interesting. Besides that, I didn’t know before and didn’t like the subjects related to counting, but after learning this I was more interested in learning calculations.”

“Interesting, because I like the lessons, learning is fun, the teacher's explanation is easy to understand, and learning isn’t boring.”

“Teacher's learning is easy to understand, the teacher's nature in teaching, fun learning is delivered seriously but relaxed (humor). So, I am interested in participating in every learning activity.”

Based on the results of student interviews, experiential learning activities are interesting. The use of student worksheets and power-point media in learning makes a series of experiential activities more interesting. In addition, learning is interesting because learning is fun, and the teacher's explanation is easy to understand so it is not boring, and they are interested in participating in every learning activity.

4.2 Satisfying Learning

Satisfaction is defined as an emotional response caused by the quality of the results and the learning process related to students’ knowledge and skills [33]. Satisfaction in learning is influenced by many factors including teaching methods, learning facilities or resources, attitudes, learning convenience, teacher communication skills and the ability to involve students in the learning process [34].

Students give positive responses to satisfying learning items. Overall students responded positively which means they agreed that the learning activities were satisfactory. Satisfying what is meant because the teacher's explanation is easy to understand, easy to understand, and can be accepted clearly. Student involvement and satisfaction can improve the quality of learning. Students’ perceptions of learning are important parameters of the social and psychological aspects of the learning environment. Following are the responses of some students from the interview:

“Because the teacher's explanation is easy to understand, the material provided is easy to understand and could be accepted clearly.”

“Because not all vocational learning can be easily understood, and with this learning, I can quickly know and understand Basic Mechanical Engineering Design.”

“I am comfortable in learning and how to teach a teacher involves many students in the learning process in the classroom.”

However, there are student responses that state that sometimes classroom conditions are less conducive, causing a lack of focus in participating in learning activities.

“Actually, I am satisfied and somewhat familiar with the material and lessons, but sometimes the conditions of the class are crowded, I become less focused on participating in learning.”

4.3 Informative Learning

Informative is defined as everything that is informational and explanatory so that the recipient of the information understands what is being conveyed. Informative learning in this case is how information about the subject matter is communicated or conveyed to students.

Students agree that students receive well and easily understand information related to the subject matter of Basic Mechanical Engineering Design. Student responses based on the results of the interview are as follows:

“Learning is informative because it is supported using worksheets and e-learning (Schoology) in the learning process.”

“Informative, because the way of delivering the teacher is clear and easy to understand and the use of worksheets helps me in learning.”

“Informative, because the teacher explains it begins with experiences and activities related to the subject matter so that what I initially didn’t know came to know and it made it easier for me to understand the lessons delivered by the teacher.”

Informative learning is supported by the use of worksheets and e-learning in the form of Schoology, so learning activities are carried out in theory in class (face to face) and online learning.

4.4 Realistic Learning Activities

Realistic learning activities mean that they are in accordance with real conditions and are related to the context of daily life. Student responses state that the material contained in worksheets and those taught are related to activities in daily life. Therefore, it can be interpreted that experiential learning activities are realistic. Some student responses are as follows:

“The material taught and in worksheet relates to activities that exist in daily life, for example about the force of lifting tables, pushing chairs, fruit falling from trees and other examples.”

“There are examples of activities or activities that exist in our daily lives, and the teacher explains every activity related to the material being taught.”

“Activities that are learned and carried out in class are appropriate to the real context and take examples of activities that exist in the surrounding environment.”

4.5 Simple Learning Process

What is meant by simple is the learning process carried out in moderation and subject matter delivered in a language that is easily understood by students. The essence of learning is to simplify something (subject matter) that is complex so that the information or teaching material delivered by the teacher can be easily understood by students. Students also give positive responses namely simple experiential learning activities. That means they agree that experiential learning activities are simple and uncomplicated. Student responses related to this statement item are as follows:

“Actually, the learning material is quite complicated, especially in adjusting the results of manual calculations with pictures, but because using the worksheets and clear teacher explanations it is easier to understand and the way of working becomes simpler.”

“Because learning is easy to understand and easier to apply when asked to answer and be able to explain to other friends.”

“Learning is done simply, not complicated because I understand the material taught faster and the material is explained very coherently so that it is easier to understand.”

“Because the teacher said that the easy things do not need to be complicated, for example in calculating the force, the formula provided is clear and the way to calculate is explained coherently and easily understood.”

4.6 Learning Activities Help Develop Skills

Overall students responded positively which means they agreed that learning activities helped them develop skills in the Basic of Mechanical Engineering subjects. Following are the responses of some students from the interview:

“Because I am better able to do it independently every task and learning activity that is in Basic of Mechanical Engineering learning.”

“With the worksheet, all the tasks are done alone or discussing with friends and need to think in the process of the worksheet so that my knowledge and skills increase.”

“Because the activities carried out during the learning process make me want to try it myself and trigger me to become more skilled.”

Students respond that they feel their skills have improved which is marked by their ability to do each task and each learning activity independently.

4.7 Learning Process in Accordance with Knowledge and Skills Development

Students respond that the learning process is in accordance with the development of students’ knowledge and skills. Student responses based on the results of the interview are as follows:

“Yes, because my knowledge and skills have increased after attending the learning process.”

“It is appropriate and developing because from the beginning I have not been able to now become and be able to understand the Basic of Mechanical Engineering material.”

“Because it really enhances my knowledge and skills, learning is fun and exciting, friends and teachers can be invited to discuss together.”

4.8 Active Student Involvement in Learning

Positive responses of students can be interpreted that they are actively involved in the experiential learning process. Some student responses are as follows:

“Because I like the lessons, so I am more active starting from answering the questions asked, discussing, and determining the correct answer or not.”

“Usually I rely on friends (cheating), but now I feel more challenged actively trying to work on and answer each question myself.”

“Because I can answer the questions and all the tasks in the worksheets I do as well as my curiosity to add to each learning session.”

“Because the teacher instructs to do, draw, do activities, and count independently.”

“I was quite involved because I felt I was not smart enough so sometimes I was involved sometimes not, sometimes I could answer questions, and sometimes I couldn’t answer.”

4.9 Challenging Learning Activities

Challenging learning activities means students feel challenged to complete each experiential learning activity. Some student responses are as follows:

“I feel challenged to know and better understand the Basic of Mechanical Engineering subjects.”

“Because the teacher gives questions to be answered, they range from simple to rather complicated ones. In addition, it provides examples of activities that are available and can be carried out in daily life, so that I feel more challenged to complete learning.”

“Because at first I couldn’t and became more able, sometimes jealous of other friends who could and who were smarter made me motivated to be able to and challenge me to be able to think for myself.”

However, in this statement item, there is one student who responded disagree. The student argues that learning activities are less challenging and argue that activities related to practice if possible are added.

4.10 Participation in Learning Activities

Students give a positive response and they like to participate in experiential learning activities. Student responses related to this statement item are as follows:

“I like it because I am an active person. So, it is in accordance with the activities carried out in this study.”

“Because learning is interesting, conditions are comfortable in the classroom, and there are friends and teachers who help in learning.”

“I like it because for example there are problems I do and calculate by myself, when I find answers to questions then I discuss with friends.”

“Because learning is easy to understand and easy to accept, and I want to show that I am a student who is active in learning and understands what is being learned.”

“I like being happy with the lessons, because they are easy to understand, and I find it easier to understand the material being taught and my knowledge and skills become better.”

4.11 Changes in the Level of Confidence and Knowledge

The students gave positive responses namely experiential learning activities that they had participated in were able to change their level of confidence and knowledge. They agree that experiential learning activities can increase their knowledge and confidence in the classroom. Student responses related to this statement item are as follows:

“Yes, I am more confident in answering the questions given.”

“Yes, I feel that I can calculate, I can’t, try, then I can, and I can, then I become challenged and more confident if I can understand the Basic of Mechanical Engineering subject matter.”

“Yes, because I know better, and when answering the questions correctly I am more confident in answering both the questions in the worksheet and the questions from the teacher.”

“Yes, I am more confident in my abilities, more confident in answering questions, in discussions, and in explaining to other friends.”

“There is increased knowledge, curiosity increases, dare to ask, dare to answer, and do it yourself, and presentations in front of the class.”

4.12 Experiential Learning Helps in Integrating with Learning Materials

Students respond positively to the items of the relationship between learning activities and subject matter. They agree that experiential learning activities (activities and assignments) help them in integrating or connecting with the material being taught. Responses to the results of student interviews related to this item are as follows:

“Activities and assignments help me understand from material that is difficult to understand by doing those tasks become easier to understand.”

“The assignments given are almost the same as the material taught.”

“Yes, because the tasks and activities carried out are the same as the material given in class.”

“Yes, because every learning activity can be practiced and often found in daily life.”

“Because Basic of Mechanical Engineering learning using worksheet is interconnected and more concise. So, it is easy to understand.”

However, on this item, there was one student who gave a response that did not agree with the reason that the assignments were indeed in accordance with the subject matter, but according to him the assignments were given too much, “I don’t really like many assignments.”

4.13 Learning Requires Conducting an Independent Assessment

Students agree that experiential learning activities require them to carry out assessments independently. However, there were two students who responded disagreeing with this item. Student responses based on the results of the interview are as follows:

“Yes, because I am required to do active and independent learning activities. I can judge my own answers and not depend on my friends.”

“I feel because I do it myself if there are questions, tasks, activities, and I can finish then I judge I can. But when I haven’t been able to finish it, I don’t fully understand.”

“I understand the extent to which I understand the material provided.”

Students who respond disagree on the grounds that they are unsure of what they are doing and doing, and in doing each task and activity are still assisted by other students.

4.14 Learning Unknown from Learning Activities

Students give positive responses, namely, students learn things that are not yet known from the learning process. Positive responses were shown. Students agree that they learn new things and subject matter that they have not previously gotten from experiential learning activities. Student responses related to this statement item are as follows:

“Yes, because before I did not know and after learning to know.”

“Yes, because this learning activity is new in my opinion, and there are several sub-topics that have never been taught before.”

“Yes, for example when calculating the resultant force analytically (calculation) can be proven by graphical (drawing) either manually or using the AutoCAD program.”

4.15 Response After Following Experiential Learning Activities

The students gave a positive response that they were happy after participating in experiential learning activities using the worksheet on Basic of Mechanical Engineering subjects. Students agree that experiential learning activities are fun. Student responses related to this statement item are as follows:

“Happy, because it is more interesting, easier to understand and the way to deliver teachers in class is simple (not complicated).”

“Happy, because I got to know and understand more about the lesson.”

“Yes, because Basic of Mechanical Engineering learning is different from the others, the difference is using worksheet and e-learning (Schoology) and it makes me happy to take part in learning. In addition, the teacher explains coherently and is easily understood.”

“Yes, because this lesson really helped me to be more able and to develop my knowledge and skills.”

“Happy, because I’m actively involved in learning, fun learning, assignments, and activities that are carried out in accordance with the material taught, friends and teachers are easy to discuss.”

In general, students provide responses and responses to the application of Kolb cycle based experiential learning using student worksheets on Basic of Mechanical Engineering subjects that:

• The worksheet is very helpful in learning because there are materials related to the context of daily life.

• Learning is easy to understand, learning is serious but also not too tense (relaxed).

• Learning using worksheets is easier to understand and there are opportunities to work in groups and discussions. So, it is easier to know and easy to understand.

• Learning is easier to understand and interesting because the teacher's explanation is easy to understand.

• Learning in class is interesting, fun, has humor and makes think more, moreover it is done with practice and theory alone is more difficult to understand.

• Basic of Mechanical Engineering learning can be applied in everyday life and encourage me to be more active in learning also adds to my knowledge and makes me more independent in learning and doing every task given.

Overall, the attitudes and responses of students obtained positive results in experiential learning activities. Positive attitude and response 98.8% of students reinforce the opinion that experiential learning activities help students in learning (cognitive) and students like to participate in learning activities carried out (affective). The results of students’ attitudes and responses research are in accordance with [26] which states that 96% of students say experiential learning helps students in learning and they like to participate in experiential learning activities.