Yoto, P.A.N. Mawangi, A.N. Pramudhita
Vocational graduates supposedly have the competencies following the purpose of vocational education: preparing medium-skilled labor in a particular area that corresponded with the industrial needs. The 21st-century learning, among others, was signified with a learning process that optimizing the brain function. In the 21st-century, businesses and industries tend to demand skilled labors in digital literacy, technology literacy, and human literacy. Thus, vocational education should be able to innovate and create to respond to the challenge and opportunity from the 21st-century implication through revitalizing the vocational education, involving learning system, education units, learners, educators, and educational staffs. A suitable learning system for the 21st-century is a life-based learning model. Life-based learning in vocational education could be performed through industrial practice, industrial class, and teaching factory activities. These three approaches aimed to bring the learning activities closer with real-life work at the workplace through field practices. With life-based learning at the real workplace, students would develop a discipline, responsible, teamwork, and work culture habits as provisions after finishing the vocational education. © 2023 Author(s).
Mechanical Engineering Education Study Program, Mechanical Engineering Department, Faculty of Engineering, State University of Malang, Jl. Semarang No. 5, Malang, Indonesia; Informatics Engineering Department, State Polytechnic of Malang, Jl. Sukarno-Hatta No 9, Malang, Indonesia
