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
THE MAPPING OF VOCATIONAL HIGH SCHOOLS PROFILES IN WESTERN INDONESIA
Nizwardi Jalinus, Ganefri, Syahril
Padang State University nizwardijalinusgmail.com
Abstracts
The aim of this study is to identify the Strengths and Weaknesses of Vocational High School in in western part of Indonesia. Based on the concept of Government policy that to overcome unemployment of the youngster
grow rapidly in recent years. The vocational and technical education development is a way to create a job opportunities for the youngster. The government has a target in the year of 2020 the ratio between vocational
high schools and General High Schools is 70: 30. The government has a target in the year of 2020 the ratio of vocational high schools and General High Schools is 70: 30. The objective of the vocational education program
is to improve the quality of students graduates to be saleable in the job market as well as be competent to create the jobs.
The main problem of vocational education and training is how to provide the workforces to be competent in the world of work, and thus who have competencies to competitive in the job market. However, some indicators
appear that the vocational high schools commonly lack of school facilities such as equipments, learning facilities etc, lack of professional teachers performances, lack of student motivation, the unstable growth of
students behaviour in term of an afective domain etc, lack of financial support as well as lack of industrial experiences etc. The purposes of the study is to identify the teachers qualification in term of the field of study,
amount of teachers based on their subject of teaching, including type of programme offering in the schools.
This study focused to search the vocational high schools profiles in West Sumatera.one of the province in the western Indonesia which is located in Sumatera Island. The survey had been conducted by observing,
interviewing and documenting data for a couple of months in 2009. The result of study covered 77 public Vocational High Schools SMK and 88 privates SMK in 18 regions in west Sumatera Province.
The result of study revealed that 40 program of studies and 121 types of competencies had been developed, the most developed field of study in the schools is technology and engineering area and followed by business and
services, although the economic potensial trend to be in the agricultural area,business and trades, hotels ,tourism, and restaurant.
Majority teachers’ qualification are bacheleurete S1 and acta IV setificate of teaching for high school level. But, West Sumatera do not have enough teachers in the field of accounting,hotels and tourism, marketing and
computer network. Teachers commonly lack of experiences in the field of work particularly in the field of engineering, business and tourism.
Finally, this study recomended that the goverment should support the vocational high school programmes by developing the budget of vocational education and training based on the potential economic of the region.
Keywords : Mapping, SMK, the field of membership, students, teachers.
1. Introduction Preliminary
Indonesian communities willing that their children go to Vocational School SMK public and
private sectors increased sharply. Comparison between the applicants to those accepted was
49.8 in 19951996. Comparison between the accepted applicants was 49.8 in 19951996.
While in 19971998 comparative figures are small, namely 43.1 more applicants means more than
the previous year. While in 19971998 comparative figures are 43.1 smaller that means applicants
Greater than the previous year. This increase is is a positive thing, Because it
can provide a picture of public confidence in the world of vocational education, but on the other
hand vocational capacity of the country,is limited. This can encourage the growth of the private
vocational school to start working more widely. In 199394 the comparative figures with SMU SMK is
35:65, then the figure rose menyadi 37:63 in
135
