Integration of Industry-Based Learning and an Interdisciplinary Approach in the Machine Tools Course to Enhance the Competencies and Work Readiness of Vocational Education Students
DOI:
https://doi.org/10.12928/joves.v9i2.14191Keywords:
Industrial-Based Learning, Interdisciplinary Approach, Work Culture, Higher EducationAbstract
Vocational education must respond to rapid industrial changes, particularly in the Industrial Revolution 4.0 and Society 5.0 era. This study investigates the integration of Industrial-Based Learning (IBL) and an interdisciplinary approach to enhance students’ competence, work readiness, and graduate relevance. A mixed-method design was employed, combining descriptive quantitative analysis and qualitative case studies. Findings show that learning implementation achieved the highest mean score (14.57), indicating highly positive and consistent student perceptions. Learning preparation and evaluation obtained mean scores of 13.73 and 13.33, respectively, while evaluation displayed the greatest variation, suggesting the need to strengthen feedback mechanisms. IBL effectively improves student engagement, motivation, and technical competence through industrial internships, teaching factories, and project-based learning. The interdisciplinary approach enhances critical thinking, creativity, and knowledge integration. Successful implementation depends on strong industry partnerships, continuous faculty development, and adaptive curriculum policies aligned with evolving workforce demands and technological advancements.
References
Daftar pustaka di atas memiliki 36 referensi.
Berikut adalah daftar pustaka tersebut yang telah dirapikan dan ditambahkan spasi (enter) di antara setiap referensinya agar langsung mudah Anda salin:
Agustian, D., Amartha, A., & Wardoyo, S. (2024). Tantangan pendidikan vokasional dalam meningkatkan penyerapan lulusan SMK di dunia industri, 7(3), 1373–1382.
Alongkrontuksin, C., Korakotjintanakarn, P., & Saehaew, T. (2024a). Industrial-based learning for improving problem-solving skill for technical workforce labour. Revista de Gestão Social e Ambiental, 18(5), 99–110. https://doi.org/10.24857/rgsa.v18n5-128
Alongkrontuksin, C., Korakotjintanakarn, P., & Saehaew, T. (2024b). Industrial-based learning for improving problem-solving skill teaching and learning management for the technical and vocational diploma program in Thailand. Revista de Gestão Social e Ambiental, 1–18.
Bambang Sudarsono, & Pratama, W. (2025). Designing an industry-oriented problem-based learning model to enhance vocational high school students’ work readiness. JTP: Jurnal Teknologi Pendidikan, 27(1), 1–16. https://doi.org/10.21009/jtp.v27i1.54046
Dahl, H., Tvenge, N., Susana, C., Assuad, A., & Martinsen, K. (2023). A learning approach for future competencies in manufacturing using a learning factory. Procedia CIRP, 118, 1039–1043. https://doi.org/10.1016/j.procir.2023.06.178
Defris, H., Yoto, Y., Romadin, A., Permana, F., & Cendana, W. (2024). Improving the quality of vocational education through work-based learning in the era of the ASEAN Economic Community. Jurnal Inovasi Teknologi dan Edukasi Teknik, 3(6), 263–269. https://doi.org/10.17977/um068v3i62023p263-269
Fania, M., Iriani, T., & Arthur, R. (2024). Improving vocational student competencies through industrial class-based experiential learning. Jurnal PenSil, 13(1), 120–129. https://doi.org/10.21009/jpensil.v13i1.38151
Gong, Y. (2024). Research on the reform of higher vocational education curriculum system for future industrial development. Advances in Vocational and Technical Education, 6(1), 51–57. https://doi.org/10.23977/avte.2024.060108
Hayati, R. K., & Utomo, A. C. (2024). Implementasi model pembelajaran inquiry-based learning pada mata pelajaran IPAS dalam konteks Kurikulum Merdeka di sekolah dasar. Jurnal Basicedu, 8(5), 524–532.
Hollweck, T. (2016). Review of Case study research: Design and methods (5th ed.), by R. K. Yin. The Canadian Journal of Program Evaluation, 30(1), 108–110. https://doi.org/10.3138/cjpe.30.1.108
Huang, F. (2025). Exploring a new model of undergraduate vocational education. Vocation, Technology & Education, 2(1), 1–12. https://doi.org/10.54844/vte.2025.0869
Ilyas, I. P. (2024). Industrial-based learning (IBL): Promoting excellence in polytechnics and vocational higher education. Jurnal Vokasi Indonesia, 5(1). https://doi.org/10.7454/jvi.v5i1.107
Ishara, N. I. M. M. I. M., Ariffin, M. M., & Janius, N. (2025). Work-based learning methods in vocational colleges through practices based on Industrial Revolution 4.0. Sains Humanika, 17–25.
Jacob, W. J. (2015). Interdisciplinary trends in higher education. Palgrave Communications, 1, Article 15001. https://doi.org/10.1057/palcomms.2015.1
Jalinus, N., Syahril, Haq, S., & Kassymova, G. K. (2023). Work-based learning for the engineering field in vocational education: Understanding concepts, principles, and best practices. Journal of Engineering Researcher and Lecturer, 2(1), 9–17. https://doi.org/10.58712/jerel.v2i1.22
Kang, D., & Zhang, B. (2022). The feasibility of practical vocational education in higher education institutions. International Journal of Emerging Technologies in Learning, 17(14), 94–108. https://doi.org/10.3991/ijet.v17i14.32811
Li, X. (2024). Exploration of integrating English courses with professional courses in higher vocational colleges. Journal of Modern Educational Theory and Practice, 1(2). https://doi.org/10.70767/jmetp.v1i2.268
Ling, J. H., & Leong, W. K. (2025). Evaluation of industrial training learning experiences. Indonesian Journal of Education and Social Science, 4(1), 127–139.
Mazlan, N. I., Mohd Ishar, M. I., Mohd Ariffin, M., & Janius, N. (2024). Work-based learning methods in vocational colleges through practices based on Industrial Revolution 4.0. Sains Humanika, 17(1), 17–25. https://doi.org/10.11113/sh.v17n1.2125
Nur, I. M. (2024). Penerapan pembelajaran berbasis masalah. Edutech, 1(2), 211–230.
Rafiq, S., Kamran, F., & Afzal, A. (2024). Investigating the benefits and challenges of interdisciplinary education in higher education settings. Journal of Social Research Development, 5(1), 87–100. https://doi.org/10.53664/jsrd/05-01-2024-08-87-100
Rana, K., Aitken, S. J., & Chimoriya, R. (2025). Interdisciplinary approaches in doctoral and higher research education: An integrative scoping review. Education Sciences, 15(1), 1–20. https://doi.org/10.3390/educsci15010072
Romadin, A., Nuhadi, D., & Yoto, Y. (2022). Implementation of work-based learning on welding engineering expertise competency in the manufacturing industry. Journal of Vocational Education Studies, 5(1), 16–31.
Shevtshenko, E., Karaulova, T., Igavens, M., Strods, G., Tandzegolskiene, I., Tutlys, V., & Mahmood, K. (2019). Innovative methods of engineering education popularization at schools. Proceedings of the Estonian Academy of Sciences, 68(4), 356–363. https://doi.org/10.3176/proc.2019.4.01
Slamet, M. A., Yoto, & Widiyanti. (2017). Studi pengelolaan kelas Honda pada program keahlian teknik sepeda motor di SMK Negeri 9 Malang. Jurnal Pendidikan Profesional, 2(6), 236–243.
Sugiyono. (2012). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Sutiman, S., Sofyan, H., Arifin, Z., Nurtanto, M., & Mutohhari, F. (2022). Industry and education practitioners' perceptions regarding the implementation of work-based learning through industrial internship (WBL-II). International Journal of Information and Education Technology, 12(10), 1090–1097. https://doi.org/10.18178/ijiet.2022.12.10.1725
Tjiptady, B. C., Yoto, & Marsono. (2020). Entrepreneurship development design based on teaching factory to improve vocational education quality in Singapore and Indonesia. In 2020 4th International Conference on Vocational Education and Training (ICOVET) (pp. 130–134). IEEE. https://doi.org/10.1109/ICOVET50258.2020.9230222
Ulfatin, N. (2015). Metode penelitian kualitatif di bidang pendidikan: Teori dan aplikasinya. Bayumedia.
Ummah, M. S. (2022). Pendekatan interdisipliner, multidisipliner, dan transdisipliner dalam studi sastra. Sustainability, 11(1), 1–14.
Wang, M. (2024). Research on the cultivation of interdisciplinary innovation ability of students in higher vocational colleges and universities. Applied Mathematics and Nonlinear Sciences, 9(1), 1–16. https://doi.org/10.2478/amns-2024-1303
Xu, B. (2024). Construction of a project-based interdisciplinary collaborative education model for English teaching in higher vocational colleges under the background of new liberal arts. Journal of Research in Vocational Education, 6(8), 26–35. https://doi.org/10.53469/jrve.2024.06(08).06
Xu, B. (2025). Current status and countermeasures of project-based interdisciplinary collaborative English teaching in higher vocational colleges. Journal of Social Science and Humanities, 7(4), 170–175. https://doi.org/10.53469/jssh.2025.7(04).29
Yoto, & Widiyanti. (2017). Vocational high school cooperation with PT Astra Honda Motor to prepare skilled labor in industries. International Journal of Environmental and Science Education, 12(3), 585–596. https://doi.org/10.12973/ijese.2017.1249p
Yoto, Y., Suyetno, A., Ardista, P., Mawangi, N., & Romadin, A. (2024). The role of industry in unlocking the potential of the Merdeka Curriculum for vocational schools. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2335820
Zhang, D. (2023). Practical education and the cultivation of professional competence: Reform strategies for vocational education. Advances in Vocational and Technical Education, 5(13), 16–22. https://doi.org/10.23977/avte.2023.051303
Zhou, Q., Zhang, H., & Li, F. (2024). The impact of online interactive teaching on university students’ deep learning: The perspective of education sciences. Education Sciences, 14, Article 664. https://doi.org/10.3390/educsci14060664
Zhou, Y. (2024). Research on the evaluation of higher vocational students’ occupational literacy. Applied Mathematics and Nonlinear Sciences, 9(1), 1–17.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Universitas Ahmad Dahlan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Journal of Vocational Education Studies (JOVES) agree to the following terms: Authors retain the copyright and grant the Universitas Ahmad Dahlan right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Universitas Ahmad Dahlan. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Universitas Ahmad Dahlan. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
.png)
