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Learning outcomes of students are influenced by their ability to understand the subject matter. Therefore, it is necessary to provide appropriate learning methods for improving the student’s comprehensive understanding. This paper will present a review of research on the implementation of Kolb's experiential learning for vocational education in mechanical engineering. Active learning model with student-centered learning approach becomes an alternative to improve student learning outcomes. The learning characteristics of the vocational are a fairly large proportion of practical compared to theoretical activities. The experiential learning method which emphasizes knowledge construction through direct experience can be implemented in vocational education. Kolb's implementation of experiential learning could improve the student’s understanding of concepts by providing means for the students to build knowledge and skills from direct experiences. The experiential learning method emphasizes the role of active experience and the involvement of students. Through authentic practice-based learning, students’ experiences will lead to the self-efficacy which in turn results in their confidence to handle a specific task. It is expected that this learning method will improve students’ learning outcomes and encourage students to develop cognitive and psychomotor skills. Understanding the concept of basic knowledge in mechanical engineering might be improved through a series of stage during the experiential-based learning. Experiential learning continues to be applied in vocational education since it connects knowledge to its application in daily life. This model can be applied in Indonesia to facilitate students in learning, so that learning outcomes can increase significantly. Briefly, it can support the Indonesian government program towards "Vocational Country" by 2025. [ABSTRACT FROM AUTHOR]

A joint curriculum between two or more universities is a program developed in order to increase the capability of graduates with broadened knowledge in their field, taste an international atmosphere and also increase their networking for the global challenges. As a part of internationalization strategy, this program can be described as the exchanges of teaching/learning process and the new knowledge between the countries. These programs are built on the principle of deep academic collaboration and bring important benefits to students (individuals), institutions, national and regional education systems. Institut Teknologi Nasional Bandung (ITENAS Bandung) – Indonesia and Hungarian University of Agricultural and Life Sciences/Magyar Agrár és Éllettudományi Egyetem (MATE) – Hungary, have been initiated to develop a joint curriculum program, since 2018, when ITENAS Bandung got a competitive RISTEKDIKTI grant (Ministry of Research, Technology and Higher Education of the Republic of Indonesia) to develop a joint curriculum of Mechanical Engineering, for the MSc Program. The prerequisite to establish this program, both universities should have a great relationship, at first. The process was carried out by mapping and harmonizing the curriculum (evaluation of the course subjects each semester) while comparing the learning achievements, arrangement the difference of credit number and definition in both universities. Furtherly, this concept is enabling students from ITENAS and MATE take part the mobility program (reciprocal principle), and possible to get a Joint/Double Degree, with predetermined rules, and in the end of study, the students will get 2 (two) certificates (from ITENAS and MATE). At the implementation level, both universities should ensure that the structure of the joint curriculum program may not cause an extension of the study period of the students. [ABSTRACT FROM AUTHOR]

Increasing the competence of graduates of course requires adequate facilities and infrastructure, especially practical tools in accordance with the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System. Therefore, the purpose of this study was to measure the feasibility of practicum facilities and the level of competence of class XI students of Mechanical Engineering at SMK Muhammadiyah 1 Bantul. The results can be used as evaluation material by schools or foundations. This study used a descriptive method with a quantitative approach which is then described qualitatively. The subject were teachers of lathe subject, head of the Mechanical Engineering Department. The research objects included: the feasibility of buildings, furnishings, equipment, instructional media, and other devices as well as the level of competence of students' lathes. Data collection used observation, interviews, and documentation technique. The instruments used were observation instrument sheets and interview instruments. The data analysis technique used descriptive statistical analysis technique. Based on the results of the research that has been done, the feasibility of the lathe machining workshop facility at SMK Muhammadiyah 1 Bantul reached 72.5% so that it was included in the feasible category to support the formation of students' lathe competencies. The mean score of participants in the lathe subject was above the Minimum Graduation Criteria (MGC). This means that the competency standard for turning students of class XI Mechanical Engineering at SMK Muhammadiyah 1 Bantul has been achieved. Similar research is needed for other competencies that must be fulfilled by vocational students in the field of Mechanical Engineering so that they can be used as evaluation materials to improve the competence of graduates who are ready to face the Industrial Revolution Era 4.0. [ABSTRACT FROM AUTHOR]