Adapting to student learning style: An active experiential learning models for vocational education in mechanical engineering

Understanding the basic concepts of mechanical engineering is very important to support the knowledge of engineering. The level of students’ understanding is influenced by teaching methods and student learning styles. The aim of this article is to implement an active learning model based on experiential learning by considering learning styles for mechanical engineering vocational students. This study was performed in a state vocational school of a regency in Central Java. Case studies are carried out in the Basic Engineering Mechanical Design subjects in vocational high schools. Mastery of the basic concepts of machine design is a basic competency supporting knowledge to study and explore the field of mechanical engineering. Student learning style preferences were measured using a Index of Learning Style (ILS) by Felder-Solomon. Identifying learning style preferences could be beneficial to the teacher because they could maximize the learning process by adjusting methods, strategies, and teaching approaches. The learning process includes two basic concepts of mechanical engineering regarding force and restraint. Experiential learning is chosen because it is able to actively involve students in learning. In this study an active learning worksheet was developed which was intended to help students construct knowledge and was expected to be able to improve students’ understanding through activities or experiential learning directly in accordance with their learning styles.