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a. Kemp’s Model
According to Kemp 1977: 8, the instructional design must supply answer to at least three questions, they are:
1. What must be learned? objectives
2. What procedures and resources will work best to reach the desired learning
levels? activities and resources 3.
How will we know when the required learning has taken place? evaluation The instructional design plan presented by Kemp 1977: 8 also consists of eight
elements. They are considering goals, topics, general purposes; characteristics of the learners; specify the learning objectives; list the subject content; develop pre-
assessments; select teachinglearning activities; support services; evaluation. The model of Kemp’s eight interdependence elements is presented below:
Goals, Topics, and General
Purposes
Evaluation
Learner Characteristics
Support Learning
Services Objectives
Teaching Subject
Learning Content
Activities, Pre-
Resources Assessment
Figure 2.1: Kemp’s Model Kemp 1977: 9 REVISE
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The eight elements above are flexible. A designer can start with
whichever part heshe is ready to start with and then move back and forth to the other steps. However, those eight elements are interdependent. Decisions related
to one may affect to other parts. Below are the explanations of each element:
1 Goals, Topics, and General Purposes
According to Kemp 1977: 13 instructional design plan starts with recognition of the broad goals of the school system or institution. Within
curriculum areas or courses, topics are chosen for study, for each of which the teacher explicitly expresses the general purposes what students generally are
expected to learn as a result of instruction. In identifying goals, there are three sources to be considered: society, students, and subject areas. Additionally,
statements of goals should recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institutions.
After establishing goals, then a planner should list the topics which would become the basis for the instructions. Kemp 1977: 15 states that topics are
sequenced according to a logical organization, most often from simple or concrete levels to complex and more abstract levels. Meanwhile, in general purposes the
decision to select one or more purposes to represent a topic to be taught is the responsibility of the teachers. Thus, to plan the instruction often starts with
teacher-oriented statements of general purposes for topics, selected in relation to the broad goals of an institution or a program.