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b. Kemp’s Model
This method is taken because the structure by Kemp can be applied in all education levels. Kemp 1977 mentioned that there are three essential elements that
should be considered in design material: 1
Objective what must be learned? 2
Activities and resources what procedures and resources will work best to reach learning level?
3 Evaluation how will know the required has taken place?
According to Kemp 1977, the instructional design model consists of eight steps: 1
Goals, topics, and general purpose In this step, a designer should decide the goals of designing the
material, select the most appropriate topics for the student, and make the general purposes of objectives. The goals can be derived from three sources
i.e. students, subject area, and society. To achieve the goals, a designer should select the topics and organize them well form the simple one to the more
complicated one. The next thing to do is listing general purposes which are made from the goals and explicitly express stude
nts‟ expectation.
2 Learning Characteristic
Learners‟ characteristic, needs, abilities and interests will take big consideration in constructing the material. The information on student‟s
characteristic will affect the instructional design emphasized.
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3 Learning objectives
Learning objectives indicate especially what learners are required to learn and the objectives are any abilities or behavior that can be measured.
Specifying the objectives is difficult but in making instructional design, it is very essential.
4 Subject content
There are two elements in subject contents, “organizing content and task analysis”. Organizing content is process of organizing specific
knowledge, skill, and attitudinal factors of any topic. Task analysis is managing the procedures of teaching in a well sequenced order.
5 Pre-assessment
There are two kinds of pre-assessment that should be conducted in design material. There are prerequisite and pretesting. The function of the test
becomes determination whether the students have the appropriate background for the topic.
6 Teachinglearning activities and resources
In this step the designer selects teachinglearning activities and instructional resources that will treat the subject content. The designer should
decide the most efficient and effective method to provide learning experiences. The selection of activities is close to the selection of supporting
materials which effectively explain and illustrate the subject content.
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7 Evaluating
In this step, the designer evaluates the learners ‟ knowledge whether
the learning objective had been achieved or not. The evaluation is also done to the whole components of the material. It helps in making any necessary
adjustment. 8
Revising This step is done after the designer obtains the result from evaluation. This
step is done to improve the design so that the design will be better.
1977