Penelitian ini bertujuan untuk mengetahui hubungan experiental learning dengan self-perceived employability pada mahasiswa Merdeka Belajar Kampus Merdeka (MBKM). Program MBKM merupakan salah satu ...program yang di gagas oleh Kemendikbud yang memberikan kesempatan kepada semua mahasiswa untuk mengasah keahlian dan kemampuannya guna mempersiapkan diri menjadi profesional dalam suatu bidang, serta memberdayakan setiap mahasiswa untuk belajar maupun praktik kerja selama 1 semester hingga 2 semester diluar pembelajaran universitasnya. Konsep utama MBKM adalah experiental learning. Penelitian ini menggunakan metode kuantitatif dengan subjek 110 mahasiswa yang telah mengikuti program Merdeka Belajar Kampus Meerdeka. Alat pengumpulan data yang digunakan yaitu skala Experiental Learning dan skala self-perceived employability yang telah dibuat sendiri oleh peneliti. Reliabilitas pada skala self-perceived employability sebesar 0,979 dan 0,980 untuk skala experiental learning. Hasil dari penelitian ini ditemukan bahwa terdapat hubungan positif antara experiental learning dengan self-perceived employability pada mahasiswa MBKM di Universitas Bina Darma Palembang (r=0,903; p=0,000).
Finding out how important experiential learning is for students with disabilities (SwD)'s vocational skills is the primary goal of this study. The purpose of this study is to examine how experiential ...learning influences students with disabilities' career and occupational capabilities. The professional abilities of a SwD are significantly impacted by this study. The research method is pre experiments and conducted in Surabaya Inclusive Vocational School with subject tens of SwD. The data collection used tes and anlyzed used Wilcoxon test. The result showing Zcount 2.80 > Ztable 1.9 means EL increases VLS SwD results. With the help of the VLS program, effective ELs can easily help teachers, parents, students, and the community. It builds awareness about promoting social skill acquisition for individuals with disabilities, appropriate career, and vocational education. This research result also implication to driving VLF through EL to determine need for futher program to ensure SwD gain success. It builds awareness about promoting social skill acquisition for individuals with disabilities, appropriate career, and vocational education.
Penelitian ini membahas bagaimana penerapan experiential learning dalam meningkatkan karakter self leadership siswa Madrasah Ibtidaiyah. Penelitian tindakan kelas model Kemmis dan Mc. Taggart ...digunakan dengan 3 siklus untuk menerapkan empat tahap experiential learning dalam setiap siklusnya. Pengumpulan data penelitian menggunakan observasi, wawancara, kuesioner, dan tes karakter self leadership. Hasil uji independent simple t-tes siklus I adalah 0,001 dan 0,001, dan siklus II dan siklus III adalah 0,000 dan 0,000 dengan kesimpulan terdapat perbedaan yang signifikan antara hasil tes awal dan tes akhir. Hasil rata-rata uji efektifitas N Gain pada siklus I adalah 24,45%, siklus II adalah 66,83%, dan siklus III adalah 77,93%. Artinya efektifitas penerapan experiental learning mengalami peningkatan dari tidak efektif menjadi cukup efektif dan efektif dalam meningkatkan self leadership. Kunci keberhasilan penerapan experiental learning adalah pada kesiapan guru dalam memberikan pengalaman nyata kepada siswa dan melakukan pengawasan terhadap aktivitas siswa.In English: This study discusses how the application of experiential learning in improving the self-leadership character of Madrasah Ibtidaiyah students. Kemmis and Mc's model of classroom action research. Taggart is used with three cycles to implement four stages of experiential learning in each cycle. This research uses observation, interviews, questionnaires, and self-leadership character tests. The independent sample t-test in the first cycle were 0.001 and 0.001, and the second and third cycles were 0.000 and 0.000, with the conclusion that there was a significant difference between the initial test results and the final test. The average results of the N Gain effectiveness test in the first cycle were 24.45%, the second cycle was 66.83%, and the third cycle was 77.93%. This means that the application of experiential learning has increased from ineffective to quite effective and effective in increasing self-leadership. The key to the success of implementing experiential learning is the readiness of teachers to provide real experiences to students and supervise student activities.
Social entrepreneurship in business education is growing in importance as a way to teach ethics and instill high ethical standards in individuals. One effective way to integrate social ...entrepreneurship is through experiential learning; where the participant is actively involved in processing the knowledge and developing skills, while being involved in the learning situation. MBA programs are currently beginning to incorporate social entrepreneurship into their curricula to teach their students, as well as developing students’ intercultural skills. An examination of the current trends will be followed by an analysis of how business schools can effectively incorporate social entrepreneurship into the MBA curriculum. To tie these concepts together, the paper provides a case study of a program run by Emzingo, a leadership development company, and IE Business School. The reasons for the in-depth case study are three-fold. First, it provides an example of how business schools can use experiential learning to incorporate social entrepreneurship in an international context. Second, it highlights the benefits of incorporating social entrepreneurship in MBA programs. Finally, it provides a general framework for business programs that are looking to integrate various social entrepreneurship elements in their MBA programs.
•Teaching social entrepreneurship can instill high ethical standards in students.•Social entrepreneurship is important to teach in business schools.•Experiential learning happens when the participant is actively involved in learning.•Experiential learning can be ideal to teach social entrepreneurship to MBA's.•A case study that enhances participants' intercultural skills is discussed.
Over the past few years, academics have undertaken initiatives to bridge the gap between theory and practice in the ever‐growing field of business analytics, including implementing real‐life student ...projects in all shapes and forms. Every year since 2015, Manhattan College has invited student teams from across North America and elsewhere in the world to its campus in order to participate in an intercollegiate business analytics competition (BAC@MC). This well‐received event and the objectives behind it are described in this article. The program is shown to serve as an effective experiential learning adventure for the undergraduate students as it hones their data analytic skills in the context of an engaging real‐world business problem. The roles various stakeholders play in this high‐impact practice are highlighted. Furthermore, an example of a recent competition question is presented (along with a summary of the analytical approaches attempted) by the student teams. Descriptive visualizations, regression, and cluster algorithms implemented using python, R, Excel, or Tableau are among the typical analyses utilized by participating students. As witnessed by the students, faculty advisors, and the industry practitioners who attended the event, competitions such as BAC@MC can be rewarding, community‐building, and transformative experiences for undergraduate students who will soon become tomorrow's business analysts.
This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an ...approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.
PurposeThe development of teaching methods in the field of entrepreneurship education is a challenge for academics to achieve “real active learning.” This paper aims to investigate the effectiveness ...of learning experience through internship program at start-ups. This paper examines the benefits and challenges from stakeholders' experiences and perspectives (business students, start-ups and universities). The authors focus on the entrepreneurial values obtained by exploring start-up processes, culture and work environments.Design/methodology/approachThis study uses qualitative research with a case study approach by applying experiential learning. The objects of this research are students of the School of Business and Management and start-ups in Indonesia. This study divides the pilot program of internship at start-ups into three stages, designing process, execution and evaluation. The analysis technique uses an interpretive approach from interviews and observations of internships based on experiential learning.FindingsThe results showed that the internship program at start-ups in this study has benefits for all major stakeholders, especially students. The results of student learning experiences show that start-ups' characteristics such as a creative work environment, egalitarian work culture and dynamic workflow flexibility can increase their professional and moral values.Research limitations/implicationsThis study has several limitations, including the internship program designed in this study, which is still raw and has several shortcomings. Time series in testing experiential learning is another limitation. For further study, it is necessary to conduct longitudinal research to measure the effectiveness of the start-ups' internship program.Originality/valueThis study provides new insights on experiential learning in developing an internship program at a start-up as an effort to increase entrepreneurial value for business students. This study highlights the possibility that an internship program at a start-up will have an impact on students' entrepreneurial values and competencies.
This preliminary study investigated the impact of a combined approach (using didactic and experiential methods) to teaching a counselling ethics course on graduate students' ethical judgements and ...confidence levels. Students (N = 15) enrolled in a 15-week ethics course responded to the Turkish form of Gibson and Pope's (1993. The ethics of counselling: A national survey of certified counsellors. Journal of Counse
lling & Development, 71, 330-336. doi:10.1002/j.1556-6676.1993.tb02222.x) ethical judgements survey at pre and posttest. Non-parametric McNemar's and Wilcoxon tests were used in data analysis. Pre and posttest judgements of items regarding dual relationships differred significantly, and their level of confidence increased significantly with a large effect size. Discussion of results and recommendations for future research are provided.
What is experiential education? What are its theoretical roots? Where does this approach come from? Offering a fresh and distinctive take, this book is about going beyond "learning by doing" through ...an exploration of its underlying theoretical currents. As an increasingly popular pedagogical approach, experiential education encompasses a variety of curriculum projects from outdoor and environmental education to service learning and place-based education. While each of these sub-fields has its own history and particular approach, they draw from the same progressive intellectual taproot. Each, in its own way, evokes the power of "learning by doing" and "direct experience" in the educational process. By unpacking the assumed homogeneity in these terms to reveal the underlying diversity of perspectives inherent in their usage, this book allows readers to see how the approaches connect to larger conversations and histories in education and social theory, placing experiential education in social and historical context.
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