Search

Engineering education is not only about the acquisition of specific practical skills, but also of conceptual, planning, and design skills. Therefore, it is necessary to design a framework for teaching methodologies that enable this. For example, experience-based learning, or Experiental Learning (EL), is a teaching and learning methodology which is gaining more recognition in Engineering education. EL utilizes four stages of active learning, which are concrete experience, reflection observation, conceptualization or abstract thinking, and active (applied) experience. In this study therefore an active learning module has been developed, which includes the four EL stages and Finite Element Method which can be applied to courses in Fluid Mechanics. The module was developed based on analysis of students’ learning styles using the VARK procedure. ADDIE model was used which consists of five stages: analysis, design, development, implementation, and evaluation. The results of the analysis show that the majority of prospective users, at 35.07%, prefer an auditory learning style and 26.53% of users prefer a kinesthetic learning style. These learning styles are accommodated by the Lecture Implementation Plan (RPP). Based on the interviews by Fluid Mechanics lecturers, it can be concluded that the RPP and Student Worksheets (LKS) developed can feasibly be applied to the courses. However, the model improvement is still necessary in preliminary activities and concluding activities need to be more detailed. The expectation of the learning modules developed enhance students’ understanding of Fluid Mechanics concepts and their ability to apply theoretical concepts to practical material. [ABSTRACT FROM AUTHOR]