work especially to know the problem and close to the really task and job that suitable and needs in
Indonesia field work. Here is the content of need analysis:
The Problem of Competency nedds information about:
o Define what is the problem like
o Why its competency is needed
o How to fill that,
o Make summary
The Student Characteristic: o
Define who are the students o
Why do they need the competency o
How to fill that o
Summary
5.2 Selection and Stage of Competency
Step 2 and 3 are the job of the teachers or educators. They usually do this to completely the
lesson plan. The competency selection is to make a list competency that close to the main problem
and define the main competency. The main competency is an object learning that will be
designed and implemented by the vocational education. Based on the main competency we have
to find information of the data about the kinds of the job, task, and performance in the domain of its
competency.
The competency indicators are parts of main competency. They must be achieved completely by
the student to get the main competency. The hierarchy of each competency indicator is
important, with this can be know which one the first as a prerequisite to the others indicators. The map
of competency achievement is to make easy the condition learning of the students.
The competency analysis is to define performance of each competency indicator. The
performance is the skill that can be observed and valued. We have to make in detail and single
performance in competency indicator. According to the demanding of competency, the performance
assessment must be made proper to each indicator, because the performance assessment will be key
point of process learning. The goal of learning or learning objective is based on performance
assessment, which means in this chapter the designer should write in detail the learning
objective. The structure of learning objective usually is formed by verb, standard performance,
and condition. Here is the content of this step. Competency Selection:
o List of competency that close to the problem
o Define the main competency
o Define the main performance of competency
Competency Indicators: o
Define the competency indicators o
Arrange in a series of the competency indicators
o Make a map of competency achievement
Competency Analysis: o
The performance
of each
competency indicator
o The performance assessment of each
competency o
Write the goal of each competency indicator
5.3 Lesson Development
The learning development is the plan of the teacher to fill the learning activity with the student.
In this book will divide in two steps, they are instructional strategy and learning material.
Instructional strategy is like the method, but it is depend on the condition of learning. We can define
the deferent strategy although in the same subject learning.
The aspects
that influence
the instructional strategy are type of learning,
characteristic of student, capability or qualification of teacher. Instructional strategy as a method has
four activities. Stage of the lesson is interaction between teacher and student. In this stage has three
parts, they are preparation, core of learning, and feedback. Preparation is to make student aware to
the learning process, have motivation and ready to accept the lesson. Core of learning is process to
present the subject learning. Feedback is activity to check the student achievement in subject learning.
The method of instructional means method of teaching. Teacher will choose the proper method in
case of the kind’s subject learning. There are a lot of teaching methods and to use it depend on the
condition or field situation when presenting the subject learning.
To use the media instructional is depend on the qualification of the teacher and availability of
equipment to make that media. Computerize in media instructional has helped a huge problem in
interaction learning in education. We can use three dimensional programs simulation to present
artificial object and moving object without using the real equipment. It will save the time and money.
Time consuming is important to give limit in process learning. In case of practice learning, the
teachers should be tried them self to do the job sheet before it is given to the student. The teachers
define the time consuming to finish the job is based on the learning activity, not in real job in the field
work.
Teaching material is the some material that used to help teacher completely the presenting of
subject learning. To define what the material is properly to the learning process, we have to look
the type of learning theory or practices.
The kinds of teaching material are modules, books, information sheets, job sheets, hand out,
work sheet, manual book, and the others material that needed by the process learning.
The source academic means someone who has well in skill and knows about the subject learning to
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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
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[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]
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