Enhancing Problem-Solving Proficiency through Industrial-Based Learning for Technical Workforce Advancement

Abstract

This research delves into the crucial need for improving problem-solving proficiency among technical workforce individuals through the strategic implementation of Industrial-Based Learning (IBL). The study meticulously follows a comprehensive cycle involving analysis, design, development, implementation, and evaluation of IBL, specifically focusing on students enrolled in the program at Phradabos. The identification of the population and sample is central to the study, employing purposeful data collection and analysis to draw conclusions from the implemented IBL program, tailored to augment problem-solving skills. The study reveals a noteworthy post-test performance in problem-solving skills, with participants achieving an average score of 72.67 (S.D. = 4.07), indicating a commendable level of competence. The research utilizes the ADDIE instructional design framework throughout the analysis, design, development, implementation, and evaluation phases of the IBL program. The efficiency of problem-based learning within the project course is remarkable, attaining a score of 90.75/86.53, surpassing the established criteria of 80/80. Moreover, students exhibit heightened abilities post-learning, showcasing a substantial increase in advanced skills. The Motivation, Information, Application, Progression (MIAP) teaching method is seamlessly integrated into the program, ensuring an engaging and participatory educational experience. The research highlights significant improvements in both knowledge and abilities among students, notably presenting a 53.33% increase in learning achievements (Q4/Q2). Additionally, the majority of project workpieces align with industrial requirements. In conclusion, this study underscores the efficacy of IBL as a potent means to foster problem-solving skills within the technical workforce.