The preparation stage is the completeness of the activities of educators to prepare various
learning and provide information about learning activities that will be carried out to students, the
implementation phase is the delivery of core activities subject lessons, stage inspection is an
activity to know how far learners have mastered the learning. Phase checks are not always carried out
after all the explanations given will be completed but more a part of that learning can be partially
successful. Stage of the evaluation carried out on two conditions ie conditions mastery learners after
learning through formative and summative tests, and the condition of interaction and learning
materials themselves through questionnaires or interviews with learners. The data from the
evaluation stage coupled with the information needed data were then analyzed to determine the
content or activities on the revision stage. The results of the revision are materials for learning in
the next period.
5. CONTENT OF INSTRUCTIONAL DESIGN
IN VOCATIONAL EDUCATION In this discussion, applied approach to the
determination of the real on the steps of the process of designing a particular point on the learning
practice in vocational education, while learning to be able to use instructional design theory in public
schools. The approach was attempted based on the latest information the results of observations and
interviews with experts in the field of vocational education and instructional media, an expert in the
field of industry expertise in both technology and services and a plot with a qualification in the field
of vocational education expertise. For ease of understanding, it discusses the four activities of the
instructional design system of CB Leshin, J Pollock, and Reigeluth CM 1994 but the sub-
activities are tailored to real needs in vocational education. These activities are: needs analysis,
selection and sequence of lesson content, lesson development, and instructional evaluation. Each
activity will discuss about the sub-activities that are carried out in stages in accordance with Figure 2.
Adaption from CB Leshin, J Pollock, and Reigeluth CM 1994 Figure 2.
The Model of Instructional Design in Vocational Design
5.1 Need Analysis
Discussing the need for an analysis of any design is also not free from the understanding of the
importance of design itself. As a building, whatever its form should be as simple as there are
plans to initiate the building can be erected. The plan begins with the question why should the
house, after which it will be many variations of the information should be collected to build a house.
From the answers the needs of developing homes on wide range of information or the size of house,
location, financing, architecture, materials, time, civil drawings to the phasing of the building until
the house is planned so. Is a string of stage design activities, while the implementation of home-
making and whether the house is convenient for the owner occupied is an activity after another.
In this step is indicate that ID needs information. The information is used to define the
problems and analysis how to solve them. The problems usually are lack of competency in the
field work and what will be held by the vocational education to solve those problems. In line with that
problem is the data about characteristic of student or participant that want to follow the program of
learning in the vocational education. In the end of this step, we need some verification in the field
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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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