Contextual Learning for 11th Grade Industrial Automation Students

Study Case Contextual Learning for 11th Grade Industrial Automation Students in Microcontroller-Based Control Systems Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to develop an effective contextual learning model to improve the competence of 11th grade students in the Industrial Automation Engineering program at American Tech High School in the competency standard of assembling microcontrollerbased control systems. This study is a classroom action research conducted in two cycles. Each cycle consists of three meetings with four stages: planning, action, observation, and reflection. Data were collected through pretest and posttest instruments, affective observation sheets, and psychomotor observation sheets. Data analysis was conducted through reduction, presentation, and conclusion drawing. The results showed that the contextual learning model suitable for microcontrollerbased control system assembly competency included: opening activities with greetings, teacher motivation, and linking the material to everyday life; explanation of the material and demonstration of program creation; question and answer sessions; and closing with greetings. At the end of the second cycle, competency achievement showed a collective affective aspect of 88.6%, an individual psychomotor aspect of 88.57% with a pass rate of 93%, and an individual cognitive aspect of 97.34% with a pass rate of 100%. Competency improvement was recorded at 89.31% in the affective aspect, 56.15% in the psychomotor aspect, and 39.39% in the cognitive aspect. Keywords: Competency, Contextual Learning, Learning Media, Microcontroller. MICHAEL KURNIAWAN 1 Study Case INTRODUCTION A country is considered developed if it has excellent education quality. Education plays an important role in the progress of a nation. The rapid development of science and technology (IPTEK) has increased the industry's need for skilled workers. Qualified human resources are needed to operate modern equipment in industry. One of the government's efforts to produce skilled workers is through technical high schools or vocational high schools in the US, which prepare students to work in specific fields. The growth of technical high schools in the US continues to increase, demonstrating their presence in various regions. American Tech High School is one of the leading technical schools offering several skill programs, including Industrial Automation Engineering, Electronics Engineering, Automotive Engineering, Mechanical Engineering, Building Drafting, Computer Science, Geology, Industrial Chemistry, Analytical Chemistry, Energy Processing Engineering, and Light Vehicle Engineering. Each program has competency standards tailored to industry needs. One popular program is Industrial Automation Engineering, which studies electrical and industrial control systems. Industrial Automation Engineering subjects are divided into three groups: normative, adaptive, and productive. Normative includes compulsory subjects such as language and citizenship. Adaptive includes mathematics, science, and social studies. Productive subjects include vocational competency subjects, such as competency standards for microcontroller-based control system assembly, with basic competencies in creating microcontroller programs for keypads, dot matrices, ADCs (Analog to Digital Converters), and interrupts. These four basic competencies are taught in one semester. Mastering these competencies is important for students before entering the industry, because many industrial applications are controlled by microcontrollers. Student success is influenced by the effectiveness of learning. Good learning is able to explore and develop students' potential, improving their competencies. Conversely, ineffective learning leads to a decline in competencies. The results of observations show that the learning of microcontroller-based control system assembly in this school has not implemented the appropriate learning model. Training kits are used as media, but they are not accompanied by clear guidelines, making it difficult for students to learn independently. MICHAEL KURNIAWAN 2 Study Case The dominant method is lectures with few experiments. Limited media causes students to work in groups, so not all students practice directly. This results in many students not achieving the Minimum Completion Criteria (KKM) of 76. When working independently, many students are confused about creating their own programs. This has resulted in competencies not being achieved, especially in advanced subjects such as Microprocessor System Assembly and Sensors/Transducers. Therefore, improvements are needed through a variety of learning models and appropriate media so that competency goals can be achieved. The selection of learning models must take into account student activity, effectiveness, and the attractiveness of the learning process. Contextual learning models emphasize student activity and the connection of material to the real world. This concept helps students connect knowledge with its application in life, so that learning outcomes are more meaningful. The contextual learning process takes place through student experience, not just the transfer of knowledge. Teachers encourage homogeneous group work, mutual teaching, and sharing of experiences. Improving microcontroller-based control system assembly competency through contextual learning is supported by appropriate learning media. This media helps make the material easier to understand. Examples of media are Atmega 8 microcontrollerbased heater controllers with LM35 temperature sensors and people counting sensors (potentiometers), as well as ADC and interrupt training kits. This media increases student enthusiasm and creates a conducive learning atmosphere. According to Martinis Yamin, learning is the process of transforming knowledge, attitudes, and skills. Oemar Hamalik adds that learning involves people, materials, facilities, equipment, and procedures to achieve goals. The learning system in technical secondary schools must integrate the cognitive, affective, and psychomotor domains. Competence is the overall ability of students, including cognitive, psychomotor, and social attitudes. In the context of CTL (Contextual Teaching and Learning), students see the meaning of the material by connecting the lessons to the context of daily life: personal, social, and cultural. This system includes eight components, including making meaningful connections, meaningful work, independent learning, cooperation, critical/creative thinking, individual development, high standards, and authentic assessment. MICHAEL KURNIAWAN 3 Study Case Zahorik states that there are five important elements of contextual learning: activation of prior knowledge, acquisition of new knowledge, understanding, application, and reflection. A class is said to be contextual if it applies all of these components. Wina Sanjaya refers to learning strategies as the planning of a series of activities to achieve objectives, including methods and media. Competency measurement covers cognitive, affective, and psychomotor aspects based on indicators set by the teacher. Figure 1. Framework of Thought RESEARCH METHODS The subjects of this study were 11th grade students in the Industrial Automation Technology program at American Tech High School. There were 29 students. Data collection techniques used tests and non-tests. The affective aspect was measured using an affective observation sheet, the cognitive aspect was measured through pretest and posttest questions, while the psychomotor aspect was measured through worksheets and a psychomotor observation sheet. This research is Classroom Action Research (CAR) which aims to develop a contextual learning model in the subject of microcontroller-based control system assembly, so that students can achieve the expected competencies. Teachers act as researchers and agents of change in the learning process. The expected changes cover all MICHAEL KURNIAWAN 4 Study Case aspects to improve the quality of student learning. The research was conducted through four main stages: planning, action, observation, and reflection. These four stages are often referred to as cycles in classroom action research. RESEARCH RESULTS AND DISCUSSION The research was conducted in 7 meetings. The results showed that the contextual learning model was suitable for microcontroller-based control system assembly competencies using heating control media. A class is said to use a contextual approach if it applies seven components of contextual learning. In the competency standard for assembling microcontroller-based control systems, students are guided to understand the competencies to be learned (Constructivism). The material covered the basic competencies of creating an ADC (Analog to Digital Converter) microcontroller program and an interrupt program. Each meeting began with a theoretical explanation so that students understood the basics of the material. In practice, students use the Inquiry approach to solve microcontroller programming problems and are encouraged to actively ask questions (Questioning) to understand difficult material. Learning takes place in a Learning Community, where students discuss and learn from each other. Teachers perform Modeling by demonstrating program creation and hardware practice. At the end of the session, Reflection and Authentic Assessment are conducted to evaluate the results of theoretical and practical learning. The learning media used was an Atmega 8 microcontroller-based heater controller with an LM35 temperature sensor and a people counter (potentiometer), as well as an ADC and interrupt training kit. The research was conducted in two cycles to improve affective, cognitive, and psychomotor competencies. STUDENT COMPETENCY ACHIEVEMENT Affective Aspect: The observation results showed an increase in student activity. The data was analyzed through three stages: data reduction, display, and conclusion. Reduction was carried out by grouping the data according to focus, display was carried out in the form of graphs/diagrams, and conclusions were drawn from the facts that emerged. MICHAEL KURNIAWAN 5 Study Case Figure 2. Affective Improvement Graph The diagram shows an increase in the average affective aspect from 46.80% at the beginning of cycle 1 to 88.60% at the end of cycle 2, an increase of 89.31% ((88.60 46.80)/46.80). Affective indicators include enthusiasm, interaction with teachers, concern for friends, group cooperation, and task completion. Psychomotor Aspect: The practicum showed an increase in student skills. The data was analyzed through reduction, display, and conclusion. The average practicum score increased from 56.72 to 88.57 in the sixth meeting, an increase of 56.15% ((88.57 - 56.72)/56.72) with a pass rate of 93%. Assessment indicators included basic competencies in creating ADC microcontroller programs and interruptions. Strategies for improving skills included increasing the number of practicums, demonstrations, simulations, and tiered problem cases. Figure 3. Graph of Student Psychomotor Improvement MICHAEL KURNIAWAN 6 Study Case Cognitive Aspect: The pretest-posttest scores show an increase in students' cognitive abilities. The average class score increased from 69.83 at the beginning of cycle 1 to 97.34 at the end of cycle 2, an increase of 39.39% ((97.34 - 69.83)/69.83). The cognitive passing rate reached 100% at the end of cycle 2, meeting the minimum success indicator of 75% of students obtaining a score of ≥ 80 (KKM). Figure 4. Graph of Average Class Score Improvement Figure 5. Graph of Cognitive Aspect Passing Rate MICHAEL KURNIAWAN 7 Study Case Teacher reflection was carried out by increasing the review of previous material and deepening students' reasoning logic through demonstrations and simulations using the CV AVR program and hardware. The main objective was to improve the competence of microcontroller-based control system assembly through a contextual learning model and heating control media. CONCLUSION 1. An effective contextual learning model for microcontroller-based control system assembly competency includes seven main components: Constructivism, Inquiry, Questioning, Learning Community, Modeling, Reflection, and Authentic Assessment. A class is considered contextual if all seven components are applied. 2. Improvement in student competency through the contextual model and heating control media: • Affective aspect: 88.6% • Psychomotor aspect: 88.57% (93% graduation rate) • Cognitive aspect: 97.34% (100% graduation rate) Total improvement: affective 89.31%, psychomotor 56.15%, cognitive 39.39%. RECOMMENDATIONS 1. Teachers are advised to apply the contextual learning model because it has been proven to improve student competency. 2. Schools should provide additional facilities such as computers and appropriate learning media to support the practice of assembling microcontroller-based control systems. 3. Students are encouraged to remain enthusiastic in attending classes, even though the material is difficult, because effort and good intentions will yield results. 4. Future researchers are advised to conduct research for a full semester to obtain more representative results. MICHAEL KURNIAWAN 8 Study Case REFERENCE MICHAEL KURNIAWAN 9