Abstract:

The COVID-19 pandemic has led to significant changes in education, with institutions transitioning to online and hybrid learning models. This shift has highlighted the need for educators to adapt their teaching methods to the new reality, and in the field of design education, this presents unique challenges and opportunities (Yuswohady, 2022). Authentic learning activities have emerged as a promising approach that simulates real-world situations, allowing students to develop their skills and knowledge in a practical, hands-on manner. It is important to note that the field of visual communication design (VCD) in Indonesia is experiencing rapid growth, with an increasing number of new VCD programs. According to data, the number of schools offering VCD as a competency skill has reached 3,439 schools across the country (Kemendikbud, 2022). This growth highlights the need for effective design education that prepares students for the demands of the industry. Authentic learning activities offer a promising approach to help bridge the gap between theory and practice and equip students with the skills and knowledge needed to succeed in the competitive job market.

This research sought to investigate the impact of implementing authentic learning activities in a design management class to enhance student’s ability in solving real-world problems. The study aimed to answer the research question, "How can authentic learning activities help bridge the gap between theory and practice in design education to improve student’s knowledge and learning skills?”. The research methodology of this study involved a mixed-methods approach, incorporating both qualitative and quantitative data collection methods. The authentic learning activities were designed based on a literature review of best practices in design education, and were aimed at simulating real-world situations that students might encounter in their future careers. The participants were given a questionnaire utilizing a 5-point Likert scale to evaluate their perceptions and attitudes towards nine dimensions of Authentic Learning by Herrington (2006). The study was conducted in a design management class at a university in Indonesia, and involved a total of 60 visual communication students.

Findings suggest that the incorporation of authentic learning activities can effectively enhance students' skills and knowledge, preparing them for the demands of the professional world. The study provides insights into the benefits of integrating authentic learning approaches into design education, and highlights the need for continued efforts to develop curricula that better align with industry needs. Authentic learning activities have emerged as a promising approach in design education that simulates real-world situations, helping to bridge the gap between theory and practice. The study demonstrates the effectiveness of this approach in enhancing students' skills and knowledge, and highlights the need for continued efforts to develop curricula that better align with industry needs in the rapidly evolving field of visual communication design.

Keywords:

Authentic learning, Indonesia, hybrid learning, design management, design students.