The experiential learning model in productive subjects to enhance students’ industry-oriented skills: A systematic review
DOI:
https://doi.org/10.17977/um031v12i22025p063Keywords:
Experiential Learning, Vocational High School (SMK), Industry collaboration, Technical skills developmentAbstract
This study explores the implementation of the experiential learning model in productive subjects at Vocational High Schools (SMK) to enhance students’ work-oriented competencies. Using a systematic literature review guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, this research synthesizes findings from 20 peer-reviewed journal articles published between 2019 and 2024. Data were gathered through literature searches using the Publish or Perish (PoP) tool, which retrieves data from databases such as Google Scholar. The findings indicate that implementing experiential learning significantly improves students’ technical competencies, critical thinking abilities, and career adaptability skills. However, challenges such as limited practical facilities, insufficient industry support, and underprepared educators remain prevalent. These insights highlight the importance of industry-school collaboration in optimizing vocational education and inform strategies for developing more responsive instructional practices in SMKs.
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