Leadership Training Program for SEA TVET Institutions

B

B. Review on Digital Simulation Materials and Learning Strategy

Digital Simulation was developed since 2012 as a new subject in the implementation of 2013 curriculum for vocational school’s students. As a subject that equip students with ability to communicate ideas concepts through digital presentations, in Digital Simulation, students will be tought how to utilize various digital communication tool as well as how to deliver their ideasconcepts eficient and effectively. In order to achieve its goals and functions, , Digital Simulation is composed of competencies that support digital communication and presentation. Those are Digital information management, Cyber class by using Edmodo as a Social Learning Network, Visualization of concept in the form of video and animation, as well as Digital Books with detail of learning time allocation is shown below. Learning time allocation of Digital Simulation As a new subject that equip students in utilizing various digital communication tools Digital Simulation has been continously developed for teachers to overcome challenges related to mastery of the contentsmaterials, availability of facilities infrastructures in schools, and ICT level of mastery by students in general. To identify any contentsmaterials that need to be mastered by teachers, in order to support their work and enhance learning effectiveness, it was a need to review Digital Simulation materials and learning strategies by involving teachers that have been trained by SEAMOLEC. REVIEW PROCESS The review process was held from October 6, 2015 to February 10, 2016. Several steps have been conducted. There are: a. Review instrumens preparation : October 6, 2015 until October 9, 2015. b. Data retrieval from fourcities: October 20, 2015 until November 28, 2015. c. Data analysys: January 11, 2016 until January 28, 2016. d.Report writing February 1, 2016 until February 10, 2016. Documentations during the review process are shown below including meetings with principalshead of curriculum, Digital Simulation teachers, and students. Malang, November 17-21, 2015 Yogyakarta, October 20-24, 2015 Bandung, October 20-24, 2015 Jakarta, November 24-28, 2015 B PROFILE OF RESPONDENTS ► From 151 Digital Simulation training alumnus only 58 respondents sending back the instrument to committee, but only 56 will be calculated as 2 respondents submitted the instrument without ill in anything. ► From 56 respondents, there are 6 teachers participated in Digital Simulation training but did not teach Digital Simulation at all until the review is done. Thus, only 50 respondents have been considered in this study regarding their constraints, limitations, and learning outcomes. ► Based on Digital Simulation materials and learning time allocation for grade X students, respondents have various achievements in terms of materials delivery as described 50 respondents taught 1 st semester materials that consists of: » 31 respondents taught PID, KM, PVK » 9 respondents taught PID, KM » 2 respondents taught PID, PVK » 1 respondents taught KM, PVK » 5 respondents taught PID only. » 1 respondents taught KM only. » 1 respondents taught PVK Only 30 respondents taught 2 nd semester materials that consists of: » 23 respondents taught VK, BD » 3 respondents taught VK » 4 respondents taught BD note: PID = Digital information Management KM= Virtual Class PVK= Design Visualization of Concept VK=Visualization of Concept BD= Digital Book