Agricultural Product Processing Technique Program of SMKN 1
8 instruction. The goals can be adapted from the curriculum and from the practical
experiences. b.
Conduct Instructional Analysis It is to determine what type of learning is required by the students to be
successful in the new instruction. c.
Analyze Learners and Context Learners’ current skills, preferences and attitude are determined along with
the characteristics of the instructional setting and the setting in which the skills will eventually be used.
d. Write Performance Objective
In this step, the designer writes specific statements of what learners will be able to do when they complete the instruction.
e. Develop Assessment Instruments
Based on the objectives, the designer develops assessments that are parallel to and measure the learners’ ability to perform what is described in the objectives.
f. Develop Instructional Strategy
The strategy used in the instruction to achieve the goal is identified in this step. The strategy will emphasize components to foster students learning
including such pre instructional activities as stimulating motivation and focusing attention, presentation of new content, active learner participation and assessment,
and follow through activities that relate the newly learned skills to real-world application.
9 g.
Develop and Select Instructional Material In this step, the designer uses the instructional strategy to produce the
instruction. This typically includes guidance for learners, instructional materials, and assessment.
h. Design and Conduct Formative Evaluation of Instruction.
In this step, series of evaluation are conducted to collect the data used to identify problems with instruction or opportunities to make the instruction better.
This step has purpose to help create and improve instructional processes and products.
i. Revise Instruction
Data from the formative evaluation is summarized and interpreted to identify difficulties experienced by learners in achieving the objectives and to
relate these difficulties to specific deficiencies in the instruction. j.
Design and Conduct Summative Evaluation This evaluation occurs only after the instruction has been formatively
evaluated and sufficiently revised to meet the standards of the designer. The summative evaluation is usually not conducted by the designer but by an
independent evaluator to know the effectiveness of the instruction.