Implementation of Life Based Learning Models in Mechatronics

Course

Puteri Ardista Nursisda Mawangi

, Djoko Kustono

, Widiyanti

Vocational Education Study Program, Postgraduate Universitas Negeri Malang, Malang, Indonesia

Mechanical Engineering Study Program, Universitas Negeri Malang, Malang, Indonesia

Keywords: College, Life Based Learning, Mechatronic Course.

Abstract: Problem Based Learning (PBL) and Work Based Learning (WBL) implemented before Life Based Learning.

PBL and WBL succeed if the integration of students, colleges and industry. LBL appear as enhancements to

the needs of the development of vocational education and industry. LBL has been applied to the Vocational

and Technical Education (VTE) in Australia and proved capable of changing the Human Resources (HR)

become more competent. A Mechatronics course in vocational education has the potential to apply LBL in a

small scope, because mechatronics has been recognized (required) by the industry since 1986 in Europe and

until now. Mechatronics has developed theories, models, concepts, and new instruments. So, the aim of the

paper is to explain the implementation of LBL models in mechatronics course. Implementation of LBL on

mechatronics courses focus on students' rights to regulate the amount of practical learning percentage

according to their willingness and ability. The difference which clearly visible on the LBL models is practical

learning can be done internally or externally. This shows that the LBL models recognize the learning process

in the outside of college or in real life. When viewed from its benefits, LBL learning models in mechatronic

course should be implemented to follow the development of education in the 21st century.

1 INTRODUCTION

Vocational education has evolved long before the

method of Life Based Learning (LBL) is presented.

We also are familiar with Problem Based Learning

(PBL) and Work Based Learning (WBL). This

method comes as the demands of the industrial world

that is constantly changing with the times. (Ismail et

al., 2015) released an article entitled "A Comparison

of the Work Based Learning Models and

Implementation in Training Institutions" which

describes the ratio of the application of WBL in

vocational education from various countries. They

stated that to ensure the success of WBL, cooperation

of third parties, students, colleges and industries, is

very important.

The learning methods in vocational education are

constantly evolves to find the most appropriate

method. Growing demands of the industry cause the

appearance the LBL method. The application of LBL

itself has been tested on vocational education in some

countries such as Australia and Germany. That

country was able to prove that the application of LBL

is able to transform the human resources (HR) to

become more competent. LBL application research in

Australia begins by (Staron, Jasinski and Weatherley,

2006). The report’s results of this study are designed

for managers because of their support in developing

new labour capability guidance for Vocational and

Technical Education (VTE). Also, for individuals and

groups who want to implement a new strategy and

approach to the development of capabilities in VTE

(Staron, Jasinski and Weatherley, 2006).

Mechatronics is one of the courses that have the

potential for LBL application in a small scope. It aims

to give freedom to the students in developing the

appropriate capabilities according to their willingness

and ability. This effort also aims to prepare the

evolution of education in the 21st century. LBL

learning model in the mechatronics course is one

form of learning model innovation that can be

adapted to suit the needs of students based on their

intellectual development. This is in line with the

opinion of (Liliana and Florina, 2015) which states

that the smart growth that is represented by the

development of an economy based on knowledge and

innovation require the integration of new technology

infrastructure with the process of research,

Mawangi, P., Kustono, D. and Widiyanti, .

Implementation of Life Based Learning Models in Mechatronics Course.

DOI: 10.5220/0008409601870192

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 187-192

ISBN: 978-989-758-391-9

187

development and innovation, as well as education,

directly contribute to development of intellectual

capital which considered as main source of

community today. From the above explanation we

can conclude that the aim of the paper is to explain

about the implementation of LBL models in

mechatronics course.

2 URGENCY OF MECHATRONIC

Mechatronics is a design process that includes a

combination of mechanical engineering, electrical

engineering, telecommunications engineering,

control engineering, and computer engineering.

Mechatronics is a system composed of mechanical

and electronic parts. With advances in technology,

these systems are being developed. The development

can be either software or hardware such as

programmable logic controllers (PLC), sensors or

actuators human machine interface (Gullu, Aki and

Kuscu, 2015).

Currently, the process to renew education and

research has arrived to the mechatronic problems as

environmental education in a knowledge-based

society in designing integrated fabrication

environment. Mechatronics is accepted as a new

discipline in Europe in March 1986 when the

Advisory Committee for Industrial Development and

Research of the European Communities has

acknowledged that mechatronics is a major

requirement in the European research and education

programs (Liliana and Florina, 2015). Mechatronics

is greatly recognized as a reality in permanent

development in the educational environment.

Mechatronics also offers efficient solutions to

promote interdisciplinary and has been a supporter of

the measures taken to stimulate the initiative and

creativity. In response to the needs of the new

changes that result from the interaction of multiple

courses, mechatronics has been developing theories,

models, concepts, and new instruments. It is

associated with the concept of creativity-

interdisciplinary-mechatronics and applied as a

teaching and learning method.

3 LIFE BASED LEARNING

MODELS

LBL is a model developed by March Staron who

works as a teacher, consultant at TAFE NSW

International Center for Vocational Education and

Training (VET) as well as a director of TAFE NSW

Labor Development. The focus of LBL Models is

developing capabilities (ability and willingness) in an

era that increasingly demands a mastery of science to

contribute to the welfare and happiness of society.

According to (Sudira, 2014) knowledge capability is

measured by the benefits of science developed in

building the prosperity and happiness of life together.

Studies that benefit to the welfare and happiness of all

mankind should develop in the field of science. While

the science that does not benefit to the welfare and

happiness certainly obsolete. Useful knowledge is the

knowledge that can be practiced, knowledge that

builds habits to become useful for others. The

existence of Life Based Learning models also can not

be separated from the idea that (Slaughter, 2005)

which contains about reviewing and comparing

various paradigms that can be used and developed

which relevant in the world of education. Derived

from the published article as well as their outlook

could be described as the following five:

Environmental, Neo-Humanist/multicultural / de-

colonising, Spiritual, Futures, and Integral

(Slaughter, 2005).

(Staron, 2011) states, "Life-based learning

proposes that learning for work is not restricted to

learning at work". This Staron’s statement is not

enough for the conditions in Indonesia. Because for

Indonesian people, learning for work is a part of the

necessities of life. There are still many other needs

that must be met such as the need to socialize,

worship according to religion, preserve the

environment, and keeping the tradition of local

knowledge. Everything needs a learning experience.

The formulation of the learning patterns of LBL in

VTE to carry the future of vocational education is

very important discussion (Sudira, 2014). This means

that learning for work is not limited to learning in the

workplace. So existence of that model, if it is

associated with the education to gain knowledge or

learning experience, students can get the knowledge

anywhere, especially in their surrounding

environment which is not limited to their college.

LBL is a process of gaining knowledge and skills to

understand the essence of life, skilled at solving the

problems of life, living the balanced and harmonious

life. LBL explores the concept that learning of life is

the true learning (Fawait, 2017).

3.1 Life Based Learning Models -

Integrated and Holistic

No matter why, where, how, when, how, or with

whom to learn, the impact of the learning is not linear,

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isolated or limited to discrete contexts such as work

or do not work. Challenges and goals for development

is the ability to identify what activates the motivation

or desire to learn. Activation of this energy will

require a variety of strategies (Sudira, 2015). As

depicted in figure 1 and figure 2, the shift comes from

the perspective of where the work is traditionally seen

in isolation from the comfort, family and personal life

to a place that more realistic, they combine and allow

a more integrated or a more holistic approach which

admits the reality of adult learning.

What makes LBL explicit is that individuals have

the knowledge, skills and attributes that may not

always be seen or recognized by the organization,

they significantly contribute to organizational

achievement and organizational relationships. LBL

recognizes the importance of personal values and the

basic truths and profound effect on the employment

and culture. LBL Models have a number of key

characteristics. Deliberate focus on the characteristics

rather than strategy that recognized individuals,

groups and organizations will make their own

decisions, and decisions on how to continue to embed

new ways of working, learning and knowing in their

organization (Staron, Jasinski and Weatherley,

2006b).

The main characteristics of LBL models

according to Peddle (Staron, 2011) are: (a)

emphasizing development capabilities, (b) promoting

strength-based learning orientation, (c) recognizing

many learning resources, (d) the balance of integrity

and utility, (e) shifting responsibility for learning to

the individual, (f) shifting the role of the organization

to enabler, (g) recognizing that the contradiction is

strength, (h) invest in developing the whole person,

(i) recognize the disposition of human beings as being

critical, and (j) rewarding the changes are

qualitatively different . While 10 of these

characteristics are described in the form of a list, it

should be emphasized that their true strength in their

true strength relationship as an interconnected whole

and not as a discrete unit. For clearer description seen

in Figure 2.

Figure 1: Life based learning: learning as an integrated

ecology and mutual connect. (Source: Staron et al., 2006).

Figure 2: Holistic and interconnected key characteristics of

life-based learning. (Source: Staron, 2011).

4 RESULT AND DISCUSSION

Various studies and methods that are presented can be

applied in engineering education, such as project-

based learning and practical learning, to achieve

success in the field of engineering and integrate it to

engineer candidates in real life (Kapusuz and Can,

2014). LBL models give the option to be applied in

engineering education in the mechatronics course.

Some things to note is the implementation of a LBL

models in Mechatronics course focuses on practical

matter, whereas for theory offerings every student

gets the same percentage. The distribution of the

percentage of theory and practical learning offerings

on the curriculum of mechatronics course in

accordance with mechanical engineering in college

can be seen at Table 1.

The main characteristics of LBL in Figure 2 are

reflected in the types of practice offerings, for more

details see Table 1. Because that, the implementation

LBL on mechatronics courses focused on practice

learning offerings. If calculated then the offerings

represent the percentage of practical learning by 56%

and the percentage of theoretical learning by 44%. In

practical learning offerings, students are given the

right to regulate the amount of grain appropriate

practice learning willingness and ability. In practice

learning offerings, there are several options to meet

the percentage of 56%. Selection practices can be

seen in Table 1.

Implementation of Life Based Learning Models in Mechatronics Course

189

Table 1: Description of the competence of mechatronics course.

No. Description Of Competence

The Type Of

Offerings

Weight

Describe the concepts and mechatronic applications.

Theory

11%

Identify the main robotic devices and their functions.

Theory

11%

Explain the working principle, characteristics, and application of various types of

sensors (linear and rotation, acceleration, force, torque, flow, temperature, distance,

light, vision, integrated micro sensor).

Theory

11%

Demonstrating the working principles, characteristics, and application of various types

of sensors (linear and rotation, acceleration, force, torque, flow, temperature, distance,

light, vision, integrated micro sensor).

Practice

Max. 20%

Explaining the functions and working principle of actuators (electric motors, hydraulic,

pneumatic, and electromechanical).

Theory

11%

Demonstrating the working principles, characteristics, and application of various types

of sensors (linear and rotation, acceleration, force, torque, flow, temperature, distance,

light, vision, integrated micro sensor).

Practice

Max. 20%

Conditioning the mechatronics signal.

Practice

Max. 20%

Designing mechatronic systems.

Practice

Max. 20%

Applying mechatronics system

Practice

Max. 20%

Figure 3: Process of implementation LBL models on mechatronics course.

From the figure 3 it can be discerned that in the

offerings of practical lesson student does not have to

follow every practical lesson as long as the

accumulation amount to 56%. The differences that

are clearly visible on the LBL models is that their

practice offerings can be performed in internal or/and

external space. Internal practice is a practice that took

place internally within the college and use college’s

facilities, while the external practices could occur in

workshops, school or industrial institutions. This

shows that the LBL model recognizes the learning

process outside the college or in real life environment.

For example, if a student has done industrial practice

and has mastered particular competences that are

recognized by his mentor, he should also be

recognized in the courses that he took in his college,

because the student have proved their competence in

the real world. Moreover, The benefits by applying

the LBL models on mechatronics courses are can see

at Table 2.

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Table 2: The benefits of implementing LBL models on mechatronics course.

recipient

the benefits

Industry or external institution

Indirectly increase industry or external institution cooperation with the

college

Student

Facilitate the teaching and learning activities, because students actively

seek knowledge in their lecture

Grow the individual responsibility, and open the student’s self-potential

through achieving targets in the LBL models

College

Utilizing real life as learning materials and be recognized by college

College can make the students to become qualified human resources in

accordance with their willingness and ability

5 CONCLUSION

The implementation of LBL has not been utilized

properly in Indonesia. LBL has 10 characteristics that

can improve students' capabilities when applied in the

learning process. The explanation above reveals an

example of the implementation concept of LBL that

is carried out in a small scope, namely at the level of

courses in college. The freedom of students in

arranging competencies according to their will and

ability to produce graduates who have different

specific skills according to the chosen concentration.

When viewed from the benefits above, in theory LBL

the LBL learning model in the mechatronics course

should be implemented to keep up with the

development of education in the XXI century.

However, the writer needs more research to assist the

actual implementation of the LBL model in

mechatronics courses.

SUGGESTIONS

Colleges in Indonesia are expected to implement LBL

in a small scope, for example in the mechatronics

course. However, it would be better if it is

implemented in a broader scope not only in the level

of courses but also in the level of study program in

college.

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