Discussion of Results DSMIP

4. Conclusion

The results of development shows the following. First, the development of student’ metacognition in IEVP can be condacted by training the students skills through: 1 Self- regulation learner, 2 the ability to think, and 3 self study. The results of individual and small groups produced that the development of students metacognition in IEVP not satisfy the practicality and effectiveness criteria. Therefore, the development of student metacognition IEVP requires revision in the components of syntax combining phase III and phase IV.

5. Suggestions

Based on the conclusion of the study, researchers gave the following advices to practitioners who are interested to apply DSMIP in the implementation of learning in the classroom. 1. DSMIP that is produced, expanded testing has not been made and implemented widely in schools, especially at the Vocational High School VHS. Therefore, to determine the effectiveness DSMIP, it is recommended to teachers and other researchers to conduct testing and implement DSMIP expanded on a wider scope in schools, especially in VHS. Thus, the results of research related to DSMIP can be used as a reference for developing students metacognition 2. For vocational high school teachers who wish to apply DSMIP on other materials, can develop their own instructional package that needed by considering the relationship of metacognition aspect and the characteristics of the subject matter that will be developed. 3. Teachers who seek to improve the mastery concepts and students ability to solve problems, and increase student interest in learning, the implementation of DSMIP can be used as an alternative answer to these problems. .REFERENCES [1] Billett, Stephen. 1994. Authenticity in workplace learning settings. In J. C. Stevenson Ed Cognition at work:the development of vocational expertise. pp. 36-75 Adelaide: NCVER. Diambil tanggal 19 Desember 2008 dari http:www98. griffith.edu.au spacebitstream10072114441 NCVER.CHP.pdf. [2] Depdiknas. 2003. Undang-Undang RI No. 20 Tahun 2003 Tentang Sisdiknas. Diambil tanggal 4 Mei 2008, dari http:www.dikna. org. [3] Dick, Walter Carey, Lou., Carey, James O. 2005. The systematic design of instruction 7 th ed. New York: Longman. [4] Eggen, P. D. D. P. Kauchak. 2006. Strategies for teachers: Teaching content and thinking skills. Boston: Allyn Bacon. [5] Joyce, B., Weil, M., Calhoun, E. 2004. s of teaching 7th ed.. Boston: Pearson Education, Inc. [6] Nieveen, Nienke.1999. Prototyping to reach product quality. In Jan Van den Akker, R.M. Branch, K. Gustafson, N. Nieveen Tj. Plomp Eds. Design Approaches and Tools in Education and Training pp 125 – 135 Kluwer Academic Publishers, Dordrecht, the Nederlands. [7] Pardjono, dkk. 2003. Pendidikan kejuruan dengan kurikulum berbasis kompetensi berorientasi kecakapan hidup. Makalah disampaikan dalam Lokakarya Pembelajaran dengan KBK Berorientasi Kecakapan Hidup. Tanggal 29 dan 30 April 2003 di FT-UNY. [8] Plomp, T. 1997. Educational and training system design. Enschede. The Netherlands: University of Twente. [9] Qiuye, Sun. Yue, Qiu. Chengdong, Wu and Yanbo, Dong. 2008. The application of iterative metacognitive theory in electrical engineering experiment teaching. Diambil tanggal 2 Agustus 2009, dari http:www2.computer.org portalwebcsdldoi 10.1109ETCS.2009.600. [10] Samsudi. 2008. Daya Serap Lulusan SMK Masih Rendah. Diambil tanggal 4 Desember 2008 dari http:pendidikan.netmod.php?mod=publisherop =viewarticlecid=46artid=1135. [11] Waras Kamdi. 2008. Project-based learning: pendekatan pembelajaran inovatif. Diambil tanggal 10 Desember 2008, dari http:www.snapdrive.netfiles 571708PBL-TEORETIK-TARAKAN.doc. 157 THE DEVELOPMENT OF SELF - DIRECTED LEARNING IN TVET TO PREPARE FOR A PRODUCTIVE WORKFORCE Isma Widiaty, Antelas Eka W, Liunir Z ismakurniayahoo.co.id Abstract Facing the challenges of modern life in the 21st century, self-reliance is necessary to be able to adapt to various demands. Independence is a key for individuals to be able to direct themselves towards the goal in life. Independence is supported by the personal qualities that are marked with a mastery of specific competencies, the consistency of its founding, creative in thinking and acting, able to control himself, and has a strong commitment to the various think. In recent years, there has been intensive research into different aspects of self-directed learning. The promoting self-directed learning is asserted by making reference to the changes in economic policy, society and work organization. The findings of the self-directed learning such as finding Hargis in 2004 that individuals who have high self- sufficiency tend to learn better, able to monitor, evaluate, and manage learning effectively, save time in completing tasks, managing learning and time efficiently, and gain high scores. This paper will discuss how to develop self-directed learning in TVET an effort to prepare for a productive work force. Keywords: self-directed learning, TVET, work force. ___________________________________________________________________________

1. Introduction

Self-directed learning has been known as a learning system applied in open-education or remote education. However, not all the people, even academist, understand the concept of self- directed learning. According to the writer’s experience, in college, most students do not well comprehend the concept of self-directed learning or the other terms: individual learning, self- learning, open or remote learning, etc. In this paper, the writer would like to share the idea of self-directed learning and the application in education. Basically, self-directed learning system can be applied in all education types: conventional and non-conventional. Aside from that. The writer would also like to expose that learning independece is an asset in preparing graduates to be productive manpowers. The writer hopes that the idea in this paper can enrich the pedagogical knowledge about self-directed learning and the application of academists and another professionals in TVET.

2. Discussion

Learning activities in universities have several different characteristics with the ones in senior high school. The most dominant characteristic is independence, both in learning practice and in self- management. University students are forced to independently learn, browse and decide their own learning material, to study and explore their own lesson material without supervision, control and regulation from the lecturers. Moreover, university students have been considered mature enough in managing their own life. Self-directed learning can be seen as a process as well as a product. As a process method, self- directed learning means that self-directed learning is a way to achieve the learning objectives. Meanwhile, as a product objective, self-directed learning means that the students are expected to be independent learners in the end of the learning process. In this second perspective, self-directed learning is reputed as a life-skill that has to be mastered by everyone. According to a study, industrial companies tend to require bussiness professionals who have self-directed learning skill, because in bussiness context, every individual is expected to continually learn. Kirkpatrick, D. 20012 found that every bussiness institution require university graduates which are able to solve problem, adopt with changes, and colaborate with another employee. Independence in learning refere to specific ways of students in managing their work. Schunk dan Zimmerman 19984 described independence that the learning process is part of the impact in building the students thought, feeling, strategy and behavior which are oriented to the learning objective achievement. From the expositions above, it is clear that self-directed learningis not only a methodology, but also an abjective. Self-directed learners have become wanted product by every educational institution especially university because self- directed learners are also wanted by the work field. Independence is something which is formed from accurate learning processes. Self-directed behavior is a characteristic which is intentionally build, not something to appear by itself. In order to build independence, lecturer directs, motivates, accomodates and evaluates the process of the students self-directed learning, so that the classroom activity can be filled with conceptual 158