Work-based Learning Model and Its Urgency in Preparing Culinary Art Education Graduates

Abstract

Vocational education's primary mission is to prepare a workforce that can be done among others by strengthening the 21st-century learning. Despite numerous studies on learning, there are still very few actual learning processes that successfully help students to enter the job market. This article is based on a research and development study aimed to depict the Work-based Learning (WBL) model and its urgency in preparing work-ready graduates for vocational education. The research subjects involved industry practitioners, academic supervisors, and students of the Culinary Art Education in a state university in Indonesia. The model was implemented on 40 students, selected using the purposive sampling technique. The research took place in hotels located in Yogyakarta and Central Java. The data were analyzed using both the descriptive qualitative and descriptive quantitative methods. The findings show that the WBL model is feasible for preparing work-ready graduates, as indicated by the twelve indicators on how to behave in the workplace, i.e. adapting to the workplace, carrying out relevant tasks, doing new things, working well as a team, showing serious commitment, interacting with instructors, interacting with the equipment, interacting with the foodstuffs working according to procedures, and working according to models.

Keywords: learning model, work-based learning, vocational education