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6. Instructional Design
Instructional design is one of the important things in teaching learning process. According to Gagne and Briggs 1979, what is called with instructions is
a set of events that affects learners in a facilitated learning. The purpose is to activate and support individual learning to achieve the goals. Meanwhile, the
planned instruction is aimed to help individual learners to achieve their fully personal directions. According to Gagne and Briggs 1979, there are five basic
assumptions of instructional designs. First, instructional design should have purpose to aid individual learning. Second, it has phases which are both
immediate and long term. Third, when it is systematically designed, instructional design can give great influence to human development. Fourth, instructional
design should be conducted by means of a system approach. Fifth, instructional design should be based on the knowledge of how human being learns. In the
study, the instructional design that will be adapted is from Kemp’s. The details will be presented in the following paragraphs.
a. The Nature of Kemp’s Instructional Design Model
Kemp 1971 states approach and procedures in designing a learning process are called instructional design. The instructional model is designed to answer the
following three questions. Those questions are 1 what are the objectives, 2 what activities and resources that will support to achieve the goals, and 3 the
evaluation to check whether the goals have been achieved or not. Kemp constructs the instructional design with eight steps, which will be described as follows. The
first step is defining goals, topics, and general purposes. The first step of Kemp’s
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instructional design will focus on the broad goals as what every educational program has. The goals can be taken from three sources, namely society, students,
and subject areas. Since goals are usually broad, there is a need to specify it in the form of general purposes. Moreover, major topics are also needed to be treated
within the content area. The second step is finding out learner characteristics. To create such a
successful learning process, it is important to pay attention on the learners’
uniqueness as an individual. They will be succeeded if they have the chance to learn in their own pace. In designing the instructional model, looking for learners’
characteristics is important and it could cov er the information on students’
academic and social factors, their learning conditions, and also their learning styles. The third step of Kemp’s instructional design is specifying learning
objectives. In writing down the learning objectives, course designer should know categories of objectives which are classified into three major categories, namely
cognitive, psychomotor, and affective. The domain for educational program is the cognitive domain. Cognitive domain consists of categorization, from the simple
up to the complex one. It is usually called with Bloom’s taxonomy which consists of knowledge, comprehension, application, analysis, synthesis, and evaluation. In
writing the objectives, it is needed to select the appropriate action verb to represent the objective. However, the most important thing is that, the objective
should be measurable and being written in sequence. The fourth step is organizing subject content. Organizing content refers to
the process of organizing specific knowledge. It includes organizing facts and information. Moreover, it will also cover how to organize skills which includes
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