Selection and Stage of Competency

make that teaching material. The source material means the availability and condition of material to make easy the teaching material. To make sure that material is useful in learning activity; the teaching material should be tried in small group of student and checked the content by the expert in similar subject learning. Here is the stage of step 3. Instructional Strategy: • Stage of the lesson • Method of instructional • Media instructional • Time consuming Teaching Material: • Type of learning • Source academic • Source material • Tryout in order to suitable in learning activities

5.4 Instructional Evaluation

Instructional evaluation is used to guarantee the success of learning process. We use two kind of view, they are expert and student. The expert to evaluate the system design, the content of learning and the goal of competency according to solve the main problem. For the students as object learning, they will give feedback about acceptability of instructional design. In this case of evaluation, it used methodology in evaluation research. Here is two kinds of evaluation in the instructional design. Instructional Performance: • Define the expert in education • Evaluation the step of design • Evaluation the content of learning • Evaluation the competency Summative Formative Test: • Define the group of student • Formative test to know the acceptable of design • Summative test to know the student achievement

6. CONCLUSION

Instructional design in vocational education is deferent with the general education especially in the laboratory or workshop learning. To know how to prepare instructional design, we need information from field work and internal condition in the school or college. The instructional design has four steps. There are needs analysis, selection and stage of competency, lesson development, and instructional evaluation. Through understanding of how to prepare and to make of instructional designs will bring more educators to implement various models of learning, especially involving the activities of learners. Match between the needs of learners competency skills and the field work will be easily achieved through the application of instructional design were made based on internal and external conditions in vocational education. This will impact on improving the quality of learning and learning experiences of learners. REFERENCES [1] Cynthia B Leshin, Joellyn Pollock, Charles M Regeluth. 1994. Instructional Design Strategies and Tactics. Educational Technology Publication Inc: Englewood Cliffs New Jersey [2] Foshay W, Silber K and Westgrard O. 1986. Instructional Design Competencies: The standards IOWA City, Iowa: International Board of standard for Training Performance and Instruction [3] Helen Garrett, Judith Taylor. 1994. How to Design and Deliver Equal Opportunities Training. Kogan Page Limited: Pentonville road London [4] Kevin O’ Neil, 1997 Planing, Skill, and Strategies for Teaching Technical and Vocational Subjects: Universitas Brunei Darussalam [5] Kidd and Leighbody, 1968 Methods of Teaching Shop and Technical Subjects: Canada, Delmar Publisher USA [6] Lynnette B Erickson, Nancy Wentworth. 2010. Tension in Teacher Preparation: Accountability, Assessment, and Accreditation Advance in research on teaching .Emerald Group Publishing: Wagon Lane, Bingley BD16 1WA, UK [7] OECD. 1996. Assessing and Certifying Occupational Skill and Competences in Vocational Education and Training. Head of Publication Service, OECD: Paris [8] Peter Westwood, 2008 What Teachers Need to Know about Teaching Methods: Victoria, Acer Press Australia [9] Tony Nasta.1994. How to design a Vocational Curriculum a practical guide for schools and colleges. Kogen Page Limited:Pentonville Road London N1 9JN [10] UNESCO-UNEVOC. Instructional Design for Vocational Education.e-forumunevoc.unesco.org , date 19 October 2010 until 03 Desember 2010 [11] M. Young, The Technical Writer’s Handbook.Mill Valley, CA: University Science, 1989. 134