Résumés
Abstract
The integration of innovative learning models is essential for preparing vocational high school (VHS) students with 21st-century skills. This study aimed to explore the need for a Problem-Based Flipped Learning (PBFL) model with a Science Technology Engineering Mathematics (STEM) approach tailored to the needs of vocational high school students. Employing a qualitative descriptive method, the study involved 33 vocational high-school students and three mathematics teachers. Data was collected through interviews, observations, and questionnaires, with validity using triangulation. The results indicated that 87.9% of students endorsed the incorporation of PBFL-STEM, highlighting its efficacy in promoting collaboration and critical thinking. Educators emphasized its capacity to bridge theory and practice for enhanced industry alignment. Nonetheless, insufficient technology infrastructure and inadequate teacher preparation have been recognized as impediments to effective adoption. To tackle these issues, this study employed adaptive solutions, including the utilization of readily available technology (e.g., smartphones) and the provision of continuous teacher mentorship for better implementation. This research identified that the PBFL-STEM approach is extremely pertinent for vocational high schools, providing significant possibilities to cultivate students' 21st-century talents. This study showed that vocational schools can quickly fix these problems by encouraging teachers to improve their skills and ensuring that they understand the importance of new ways of learning for giving students a good education.
Keywords:
- Flipped Learning,
- Indonesia,
- Vocational,
- Secondary School
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Parties annexes
Biographical notes
Burhan Mustaqim is a doctoral student in the Department of Educational Sciences, Faculty of Teacher Training and Education, at Sebelas Maret University in Indonesia. He is also a teacher at a vocational high school, with extensive experience in teaching STEM, mathematics, and vocational education. He focuses on integrating STEM principles into vocational and mathematics education to enhance students' practical skills and problem-solving abilities.
Muhammad Akhyar is a professor at Sebelas Maret University and a quality assurance specialist at the Department of Education Science, Postgraduate School, at Sebelas Maret University in Surakarta, Indonesia. Professor Akhyar's research interests focus on educational evaluation, particularly in vocational education, where he has extensively explored methods to assess and enhance the quality of teaching and learning processes. His work also extends to broader educational research and evaluation, contributing to developing innovative frameworks for evaluating educational systems and programs.
Soetarno Joyoatmojo is a professor at Sebelas Maret University. He is an expert in instructional design and learning strategies, focusing on both senior high schools (SMA) and vocational high schools (SMK). Professor Joyoatmojo has an extensive record of academic publications and books in his research areas, contributing significantly to developing and implementing innovative teaching and learning methods in secondary and vocational education.
Roemintoyo is a senior lecturer at Sebelas Maret University in Indonesia. His research focuses on media development, learning processes, vocational education, and 21st-century teaching and learning. He has also published books in the field of vocational education management, showcasing his expertise in designing and managing effective vocational education systems. Through his work, Roemintoyo continues to contribute to educational advancements and the integration of modern teaching approaches.
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